Patrick Charland is Professor at the Department of Didactics at UQAM. For more than fifteen years, he has developed expertise in curriculum development, as well as initial and continuing training for elementary, secondary and university teachers in Quebec and internationally. A regular member of the Observatory of Education Reforms (ORÉ-UQAM), then a representative of the Faculty of Education Sciences at the UNESCO Chair in Curriculum Development, he participated in several capacity development projects. In addition, as a science and technology didactician, he has developed expertise in neuroscience education. He is interested in better understanding the learning techniques by collecting various neurophysiological data, live, during the learning process. His work is part of a new perspective in education sciences, generating massive data (big data) and using analytical perspectives associated with machine learning.

Stéphane Cyr is a Ph.D. in dactics of mathematics and associate professor in the Department of Mathematics at UQAM, where he has been working for 20 years in the training of primary and secondary school teachers. He is a co-holder of the UNESCO Chair in Curriculum Development since 2018. Researcher on several major grants with this Chair, he has conducted numerous works on curriculum reforms in Africa (Benin, Togo, Guinea, Gabon, Madagascar, Senegal, Mauritania, Niger, Cameroon, DRC (Congo)). He has helped support the education systems of these countries to improve the quality of primary and secondary teacher training, and has also developed several teaching materials adapted to these contexts. Professor Cyr is also interested in the study of video games for learning mathematics in primary schools. He is developing educational video games in collaboration with a Quebec company specializing in this field (Ululab). The game Slice Fractions designed through this collaboration has received numerous awards and distinctions around the world.

Olivier Arvisais is a professor in the Department of Didactics at UQAM and Scientific Director of the Canadian Observatory on Crises and Humanitarian Aid. His research is centered around two poles. First, they focus on the didactics of the human and social sciences. Next, he is also a specialist in education in emergency situations. In this area, his research focuses on education initiatives in refugee camps, child protection through socio-emotional learning and education under armed groups or totalitarian proto-states. Finally, Professor Arvisais regularly works as a consultant-researcher for several international organizations, including the Office of the United Nations High Commissioner for Refugees.

Isabelle Gauvin is a professor in the Department of Language Didactics at the Université du Québec à Montréal (UQAM) and has been serving as Vice-Dean for Research in the Faculty of Education at UQAM since June 2023. Her expertise lies in the didactics of grammar and, more broadly, the didactics of French. She is particularly interested in the processes of teaching and learning grammatical knowledge to support the development of both written and oral skills. Her recent work focuses specifically on the integrated didactics of school languages, namely French (the language of instruction) and English (as a second language) in the Quebec context. Drawing on her experience as a former French teacher, she actively contributes to the initial and in-service training provided to teachers at both secondary and primary levels. Isabelle’s dedication to the didactics of school languages extends beyond academia in Canada, as she has played a role in supporting the curricular reform of various education systems abroad. Notably, she has contributed to reforms in Tunisia, Haiti, and the Democratic Republic of Congo.

Jonathan Bluteau is a psychoeducator and professor in the department of specialized education and training at the University of Quebec in Montreal (UQAM), as well as an associate professor in the department of health psychology at Cergy-Paris University. Professor Bluteau specializes in program evaluation, but also in the study of youth mental health, biomarkers of stress, academic wellbeing and the impacts of school architecture on the behavior of students and teachers. He is a member of the Board of Psychoeducators of Quebec, the UQAM Health and Society Institute, the Quebec Society for Program Evaluation and the Canadian Evaluation Society. He is also a regular researcher at the UQAM Center for Learning and Performance Studies.

Raoul Kamga holds a PhD in educational technology and is a professor in the didactics department at the Université du Québec à Montréal. For many years, he has been involved in initial and continuous teacher training. His research focuses on the development of digital competency in both teachers and students. In particular, he explores the uses of educational robotics, computer programming and artificial intelligence in primary and secondary schools, with a particular focus on their impact on student learning.

Rola Koubeissy is an assistant professor in the Department of Psychopedagogy and Andragogy at Université de Montréal. She is interested in teachers’ perceptions and their practices in multiethnic contexts and context of crisis and emergency; learning process and students’ social and academic inclusion, including students from immigrant and refugee backgrounds; various issues related to diversity and inclusion and their effects on teaching practices and students’ social and academic experience. She is a regular researcher at CRIFPE and responsible for the division: Inclusive Education and its challenges in schools, within the same center. Since 2020, she has been involved in a continuing education project for teachers in Lebanon as part of an initiative developed by Khaddit Beirut (hosted by American University in Beirut).

Natalia Koval is a postdoctoral fellow in the Department of Specialized Education and Training at the Université du Québec à Montréal (UQAM). She is the recipient of the Fonds de recherche du Québec (FRQ) « Science en exil – volet étudiantes et étudiants » grant. Previously, she worked as a university professor in Ukraine. Her interests focus on education in emergency situations in the context of the war in Ukraine. The aim of her research project is to document the practices of teachers working with displaced and refugee students in Ukraine, Poland and Quebec, using stories of their practice. The results will help to improve both training in education in emergencies and initial and in-service teacher training in Quebec.

Mathias Kyélem is a teacher-researcher and CAMES lecturer at the Ecole normale supérieure in Koudougou, Burkina Faso. A biologist by training and a science didactician, he has more than 25 years of experience in the training of university students, teachers and pedagogical supervisors, in the management of training institutions for education personnel as well as in research and policy development in this field. He has conducted numerous projects in several African countries (more than a dozen) on the initial and in-service training of teachers and pedagogical supervisors and the establishment of training systems for education personnel. He is also very involved in various international cooperation programs related to teacher training.

Hugo G. Lapierre is a professor in the Department of Psychopedagogy and Andragogy at the Université de Montréal, specializing in the integration of educational technologies into teaching practice from an inclusive perspective. His research focuses on the learning of programming among novice learners (at primary, secondary and university levels), the use of educational robotics as a tool for contextualizing learning, and the development of artificial intelligence literacy among young people. He favors innovative research approaches, including the collection of continuous multimodal psychophysiological data, to study the complex process of learning.

Philippe Chaubet is a professor in the Department of Physical Activity Sciences at the Université du Québec à Montréal (UQAM). He has a post-doctorate in Education at UQAM, holds a PhD in Education from the University of Montreal, a Master’s degree in French as a Foreign Language from the University of Franche-Comté, a DESS in Cultural Management from the University of Paris 8 and a Bachelor’s degree in Chinese language and civilization from the National Institute of Oriental Languages and Civilizations “Langues’O”, major translation / interpretation (Paris). As a university teacher in Asia, he first studied martial arts, then pursued his career in foreign languages and then education in Quebec. His work on reflective practice concerns the development of skills in initial and lifelong training of educational professionals, work-study schemes, the role of the various reflexive companions who mark students’ curricula university pedagogy, the roles of the many educational actors to create a lasting taste for “moving around” among young people and adults. For the last few years, he has been interested in learning organizations, that promote collective reflexivity, personal and professional development, and a certain well-being at work or study. For these reasons, he closely follows schools with “alternative”, “different” and “innovative” pedagogies/approaches, notably those of the Réseau des [46] alternative public schools in Quebec (RÉPAQ).

Martial Dembélé has been a professor in the Department of Administration and Foundations of Education at the Faculty of Educational Sciences of the Université de Montréal since 2005. Previously, from 2001 to 2005, he served as associate director of the Paul-Gerin-Lajoie Interuniversity Center for International Development in Education at UQAM. Before joining UQAM, he worked as an education specialist at the World Bank’s country office in Burkina Faso (September 1999 to February 2001). Professor Dembélé holds a Master’s degree from the University of Pittsburgh in social and comparative analysis in education, as well as a Ph.D. in curriculum, teaching and educational policy from Michigan State University. With a comparative lens, his teaching, research and consulting activities focus on school improvement practices and processes, teacher issues in developing countries, North/South relations in education, and results-based management in education. Professor Dembélé has published extensively on these topics.

Tegwen Gadais has taught physical education to students from various levels, clients and educational institutions in several countries. He also has expertise in the field of international cooperation and development where he continues to work with various organizations in developing countries. His research currently focuses on the following themes: physical education; health education; outdoor physical activity related to sustainable development; sport, physical activity and international development; and human development with a holistic approach.

Anastassis Kozanitis holds a PhD in psychopedagogy. He is a professor in the Department of Didactics at UQAM. He is also an international consultant in university pedagogy, working mainly in Latin America where he accompanies teams of teachers and university administrators on topics related to curricular reforms based on skills, pedagogical innovations and evaluation in authentic situations. His research interests include academic motivation, cognitive engagement and post-secondary education.

A seasoned administrator, Gabriel has over 15 years’ experience in university research management. Having sat on several boards of directors and executive committees, he also has extensive experience in organizational governance. He holds a master’s degree in political science, and is recognized for his volunteer involvement, particularly with civil society organizations active in volunteer cooperation.

Marie-Pierre Nogarède, Assistant Executive Director and Director of International Programs at the Fondation Paul Gérin-Lajoie, studied for a Bachelor’s degree in International Development and Globalization at the University of Ottawa and then obtained an MBA in International Development and Humanitarian Action from Université Laval. She has worked in the field of international development both in Canada (CIDA, Department of Foreign Affairs of Canada, Department of International Relations of Quebec) and internationally (Asia, Africa, Latin America) for CECI and Oxfam-Quebec among others. She was the Executive Director of DESI and the Fondation pour les Enfants de l’Équateur before joining the Fondation Paul Gérin-Lajoie in 2013.

Umair Asif is a PhD student at Interdisciplinary Doctorate in Health and Society at Université du Québec à Montréal. His exact research & coaching field is Sports for Development and Peace. Seoul National University in South Korea awarded him a master’s degree in Sports Management. He also serves on the board of UNESCO’s Asia-Pacific Youth and Sport Task Force. He has previously worked as a university teacher, supervised undergraduate research projects, and advised various societies. He was also the Founder and Executive Director of the Kafka Welfare Organization Pakistan. He has contributed to United Nations High-Level Youth group on Sports and PVE and he has been involved with a number of international organizations. Best Practices Award 2019, Best Thesis Award 2017, Make a Difference Award 2013, and Hero of Pakistan title 2013 recognized my efforts.

Élisabeth Bélanger taught preschool and primary school for fifteen years before making the step into research. Her professional practice led her to an interest in the cognitive and cerebral processes involved in difficult learning. Driven by a desire to help as many pupils as possible to succeed, her research focuses more specifically on executive functions and their role in learning, as well as pedagogical interventions to support their mobilization. Élisabeth is also a lecturer and internship supervisor at UQAM, supporting pre-service teachers in the development of their professional competencies.

François Bissonnette holds a bachelor’s degree in physical activity science – Physical education and health teaching profile. He is currently pursuing a master’s degree in physical activity sciences, specializing in the training of outdoor leaders. More specifically, this involves an analysis of national qualification programs for outdoor leaders worldwide. At the same time, as coordinator of the “Programme national d’encadrement plein air” (PNEPA) project, François is actively contributing to the advancement of training and quality of outdoor activity supervisors. In addition, his research extends to the modes of operation and impact of alternative public schools in Quebec.

Borgella Brunel is a doctoral student in Educational Sciences and Educational Psychology at the University of Montreal. He holds a Master’s degree in Education from TÉLUQ University and a Bachelor’s degree in Education (special education teaching) from Université de Montréal. His research projects focus on inclusive education; teaching practices in a multi-ethnic and multi-lingual environment. Borgella is currently a high school remedial teacher in Montreal and a new student researcher of the Center for Interdisciplinary Research on Intersectoral Justice, Decolonization and Equity (CRI-JaDE). He is also a new member of the UNESCO Chair in Curricular Development (CUDC). He has also just joined the Interuniversity Research Center on Training and the Teaching Profession (CRIFPE), a highly recognized center of excellence in Canada.

Joana Collet’s passion for sport and health led her to train in Adapted Physical Activity in France. She then went on to specialize in sports nutrition in the Czech Republic, and went on to do a master’s degree at the Université du Québec à Montréal, where she led a project on the impact of musical rhythm on physical activity. Following this first year in Quebec, Professor Jonathan Bluteau proposed́ that she join the Lab-École project, which she has been coordinating since January 2022. She joined this large-scale project to carry out her thesis with the aim of equipping school environments on the importance of innovative learning spaces for the development of an active lifestyle and healthy eating among primary school students. Directly linked to healthy lifestyle habits, the project fits in with her areas of expertise and offers her an opportunity to share the issues surrounding healthy lifestyle habits in children and their impact on health.

Laurie Décarpentrie is a PhD student in the Department of Psychology at the Université du Québec à Montréal. For a number of years, she has been interested in human development in extreme context, from an international perspective. She works with organizations in several African countries, among others, who work to foster the development of young people from marginalized groups (girls and people with mental disabilities and / or Autism Spectrum Disorder) and their social cohesion in education. Her current research focuses on the effects of extra-curricular activities, with a musical, artistic and sporting setting, on the well-being of vulnerable young people developing in these contexts.

Marion Deslandes Martineau is a PhD student in education at the Université du Québec à Montréal and a student researcher at the UNESCO Chair in Curriculum Development. After a master’s degree in didactics with a thesis on the socio-educational environment in alternative schools and a bachelor’s degree in teaching French at secondary level, her current research focuses on the use and teaching of gender-fair language in schools.

Cassandra Halidane has a bachelor’s degree in biology (France) and a master’s degree in public health (Belgium). In recent years, she has gained experience in the animation and popularization of scientific activities with young people. She also has worked for the French Ministry of Health as a project manager on prevention and health promotion projects. Currently, Cassandra is a PhD student in health and society at UQAM. Her research interests include mental health and well-being of youth, particularly in a school context and also related to the environmental crisis. Her doctoral research project focuses on the development and evaluation of the implementation of a program to support students in dealing with eco-anxiety, under the direction of Jonathan Bluteau and Anne-Sophie Gousse-Lessard. She is also involved as treasurer in the student association of her PhD program.

Kazem Hozhabri holds a Ph.D. in sport management. His doctoral dissertation was recognized as the best dissertation by the Environment and Sports Commission of Iran in 2020. Also, He was invited as a scientific researcher to the University of Lille, France (2018-2019). he has worked with professor Claude Sobry and their collaboration has resulted in two books and a paper about sport for sustainable development.

He has worked as Physical Education (PE) teacher for 20 years. His teaching experiences in various educational levels (schools and universities) led to the training of many students and PE teachers. His interest in developing researches in the field of sport for sustainable development led him to pursue a new doctorate in Health and Society at UQAM and further collaboration with Professor Tegwen Gadais.

Maude Lefebvre is a bachelor’s student in secondary education, science and technology profile. She is particularly interested in the didactics of science and technology and the integration of the different teaching disciplines between them. She is currently a research assistant for the UNESCO Chair in Curriculum Development.

Laura Légaré-Deslauriers is a bachelor’s student in secondary science and technology education. She is committed to accessibility to scientific education and the development of scientific culture among young people. She is currently a research assistant for the UNESCO Chair in Curriculum Development.

Mohamed Amine Mahhou is a PhD student in education at the Université du Québec à Montréal. Since he started working with Professor Olivier Arvisais on projects related to education in emergency contexts, this field of study has become his main interest. Mohamed Amine also works as a research assistant under the direction of Patrick Charland on various projects related to interest in science and the development of pedagogical tools.

Élyse Minville holds a bachelor’s degree in physical activity intervention (physical education and health teaching profile). She is currently pursuing a master’s degree in physical activity science. Specifically, her master’s project focuses on pedagogical and didactic strategies for teaching outdoor physical and health education at the secondary level. Alongside her studies, Élyse is actively involved in research projects. Her commitment to improving physical and health education in the school context is reflected in both her studies and her involvement in innovative research projects. These research projects focus on outdoor education, alternative schools and inclusive education.

Catherine holds a Bachelor’s degree in Special Education (UQAM). She is currently studying for a Master’s degree in Education and Specialized Training (UQAM). Catherine is interested in the learning process and the various games associated with it. She is more specifically interested in education in particular contexts, such as war, forced displacement and precarious environments, as well as the challenges of migratory journeys.

Gabrielle Montesano is a PhD candidate in Educational Sciences, specializing in Psychopedagogy, at the University of Montreal. She holds a Master’s degree in Educational Sciences and a Bachelor’s degree in Preschool Education and Primary Teaching from the same university. Her research projects focus on inclusive education, students from immigrant backgrounds, particularly those with a refugee or an asylum seeker status, and teaching practices. Gabrielle is a course lecturer, a research project coordinator, and a student researcher member of several organizations, including the Centre de recherche universitaire sur la formation et la profession enseignante (CRIFPE). She also worked as a teacher for seven years in Montreal schools.

Marie-Ève Pagé holds a bachelor’s degree in secondary education of social studies. She is currently studying for a Master’s degree in Education, majoring in social studies didactics (UQAM). Marie-Ève is particularly interested in integrating components of Quebec’s territory (wildlife) into the learning of history and geography at the secondary level. She is also interested in First Peoples’ knowledge, the rapprochement between Aboriginals and non-Aboriginals, and the protection of Quebec’s territory.

A doctoral student in education at the Université du Québec à Montréal, Yannick Skellind Desmeules specializes in the research field of educational technologies and their impact on learners. His thesis focuses in particular on the effect of the mechanics of educational video games on the interest of players, in a context of learning physics. He is also interested in the interpretation of massive data in education, both through online learning platforms and major international studies.

Holder of a bachelor’s degree in education from Quisqueya
University in Haiti and a University Diploma in “Training for
Teaching in French Schools Abroad for Primary Education”
from Toulouse Jean-Jaurès University, my professional life has
been marked by an unwavering passion for teaching.
Currently, I am pursuing a master’s degree in didactics at Laval
University, a crucial step to deepen my knowledge in pedagogy
and refine my understanding of effective teaching methods.
With over thirteen years of experience as a teacher in preschool
and elementary education, my commitment to education has
strengthened over the years, and my pedagogical practice has
constantly evolved.
Convinced that learning can be both stimulating and enjoyable
for all learners, I am interested in a new approach to teaching
through a better utilization of play as a pedagogical tool in
primary education.

Valérie Vinuesa holds a master’s degree in economics from the University of Auvergne and an MBA in strategic and entrepreneurial management from the Institut Supérieur de Commerce de Paris. Her background illustrates her interest in getting involved with young people, women and immigrants from an entrepreneurial and humanitarian perspective. Among other things, she participates in several missions in Niger related to LMD migration in West Africa, founds the International Summer School for Young Francophone Entrepreneurs at the Université de Sherbrooke and directs the one in Sousse, Tunisia, participates in the development of female and agricultural entrepreneurship in Mali, before becoming pedagogical advisor in internationalization of education at the Marguerite Bourgeoys school board. Little by little, Mrs. Vinuesa’s career took the path of education. Her doctoral project focuses on the integration of practical internships abroad for future teachers through a multicase study in Quebec, France and Brazil.

Chirine CHAMSINE, holds a PhD in Translation Studies from the University of Caen, France. She is an associate professor in the Department of Didactics and Maître de langue at the École de langues of the University of Quebec in Montreal (UQAM). She is principal researcher in a project selected and funded by the Social Sciences and Humanities Research Council (SSHRC), aimed at improving resilience to hate speech and radicalization leading to violent extremism. Previously, she was lecturer at the University of Montreal, McGill University and the University of Grenoble, France. She has taught courses mainly related to Arabic language and culture, as well as translation and mediation. Her research interests include the correlation between language, cognition and emotion.

Audrey G-Héon is pursuing a doctorate in education at UQAM, specializing in the didactics of the humanities and social sciences. She is interested in the educational potential of field trips and experiential classroom activities for the teaching and learning of history, geography and citizenship education in primary school. She is particularly interested in developing students’ empathy and critical thinking skills, as well as pedagogical approaches that promote inclusion, equity and social cohesion to address societal issues in the classroom. She is a lecturer at UQAM and Université de Montréal, a research assistant on various projects, and coordinator of the UNESCO Chair in Curriculum Development and of the journal Didactique.

Andrée-Ann Garneau is a psychoeducator and interdisciplinary doctoral student in health and society at the Université du Québec à Montréal (UQÀM). She obtained her Master’s degree in psychoeducation from the Université du Québec en Abitibi-Témiscamingue (UQAT) in April 2015, after which she worked as a school psychoeducator. Andrée-Ann is the financial coordinator of the CUDC. She is also a member of the Ordre des psychoéducateurs et psychoéducatrices du Québec. Her research interests include program development and evaluation, and student mental health and academic well-being. Her doctoral research project, under the supervision of Jonathan Bluteau and the co-supervision of Mélissa Goulet, is the development and evaluation of a social-emotional skills program through rough-and-tumble play in preschool and first cycle elementary school children.

Jeanne Benoit is pursuing a master’s degree in education at UQAM, didactics profile, after a bachelor’s degree in teaching French at secondary level. She began her university studies in psychology, where she discovered a passion for community work. After redirecting her career towards teaching, she cultivated her curiosity for research with vulnerable populations. Her interests focus on equity and inclusion in and through girls’ education in emergency situations. She is currently research assistant and coordinator of communications and social networks at the UNESCO Chair in Curriculum Development.