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The pandemic has significantly impacted many sectors of life, including higher education. The COVID-19 outbreak created significant challenges for students and lecturers, forcing them to adjust to online learning and teaching. They developed specific strategies to tackle the challenges and study normally. This study investigated the obstacles students and lecturers faced during COVID-19 online learning and teaching in a private university in Afghanistan and a public university in Indonesia. Furthermore, it explores the strategies applied during the pandemic's requirement of creating new educational environments. In addition, it compares the students' and lecturers' experiences in online learning and teaching in both countries. To obtain the data, the study employed openended questionnaires using Google Forms, which were distributed through WhatsApp and emails to students and lecturers in a public university in Indonesia and a private university in Afghanistan. Data analysis used the onlineengagement framework for higher education, filtering and generating themes into concepts. This study found that during COVID-19, both Indonesian and Afghan students and lecturers faced several hurdles and challenges. Yet, the strategies that they applied differed according to each country's social and developmental contexts. Identifying the challenges and the online teaching and learning strategy provides practical understanding for students, lecturers, and universities.

Keywords: Online Learning, Online Teaching, COVID-19, Higher Education

This article advances the concept of Tribal Digital Sovereignty (TDS) as a critical framework for understanding and governing the digital futures of Tribal Nations. TDS encompasses the entire digital ecosystem: infrastructure, software, policy, and human capacity. Drawing on Federal Indian Law, Indigenous governance traditions, and global debates on digital sovereignty, the article situates TDS as both a continuation of longstanding assertions of sovereignty and a necessary response to 21st-century technological challenges. To operationalize this framework, the article adapts Benjamin Bratton’s stack model to highlight how Tribal Nations can exercise sovereignty in digital spaces, for example, by building broadband networks, establishing data governance offices, and developing culturally grounded digital tools. The article concludes by calling for comprehensive strategies that integrate legal infrastructure, capacity building, and economic planning to ensure Tribal Nations are not merely users of global systems but sovereign architects of them. In doing so, it charts a path toward a Sovereign stack aligned with the long-term flourishing of Indigenous Nations in a networked world.

Keywords: Digital, Sovereignty, Tribal Digital Sovereignty, Governance, Digital self-determination, Indigenous, Indigenous Data Sovereignty, broadband and infrastructure, digital governance, sovereignty and self-determination, community informatics

Participatory and engaged research is an approach in which the traditional boundaries between subject (the one who investigates) and object (the one being investigated) are intentionally blurredand both construct purpose and knowledge. In this type of inquiry, the researcher—alongside research participants—not only analyzes or interprets social reality but actively seeks to transform it. While this approach poses significant challenges, particularly as direct engagement with the field is often seen as a threat to research validity, this article advocates for its value as a powerful methodological strategy for scholars committed to social change. It introduces the concept of social validation, which supports the legitimate recognition of collaborative research not only within academia but also by the communities involved.

Keywords: validation sociale, social validation, recherche participative, participatory research, recherche engagée, engaged research, South America, Amérique du Sud, Brazil, Brésil

Since the 2000s, the integration of educational technologies in higher education has generated growing interest, reflecting a major transformation in pedagogical practices. The Quebec college network, positioned at the interface between secondary education, universities, and the job market, is no exception to this evolution. However, a recent synthesis of research specific to this context is nonexistant. This article presents a scoping review of scientific studies published between 2000 and 2024 on the integration of educational technologies in Quebec’s college sector. Following PRISMA guidelines, the analysis combines both quantitative and qualitative approaches. Three major themes emerge: the impact of technologies on students, their influence on teaching practices, and the design of digital learning environments. The study also highlights emerging issues such as student mental health and teacher well-being. It shows that research evolves alongside technological advancements to better understand their effects on teaching and learning. By providing an overview of published studies, this review sheds light on research trends related to digital integration in college education and offers perspectives to guide future research in this context.

Keywords: educational technologies, technologies éducatives, ⁠⁠⁠⁠⁠⁠⁠tecnologías educativas, tecnologias educativas, college education, enseignement collégial, ensino superior, educación colegial, CEGEP, CEGEP, CEGEP, cégep, revue de portée, scoping review, revisión sistemática exploratoria, análise de âmbito, scoping review

Although research shows that information sources play an important role in career choice, few studies investigate the career information seeking behaviour of young adults with a multivariate approach of factors associated with the choice of information sources. This study is aimed at identifying the factors associated with young adults’ career information seeking behaviour in a sample of 1,400 young adults in the province of Quebec, and the information sources they used when collecting information on jobs, career possibilities, further education or training. Results show that more than half of respondents consulted two sources or more and that the most used information sources are personal relationships and educational institutions. The discussion highlights that young adults actively seek information regardless of their school attendance status. It underscores the importance of close relationships—such as family and friends—as key sources of information, and calls for tailored strategies to disseminate information that reflect the diverse needs and characteristics of different groups of young adults.

Keywords: career choice, Choix de carrière, sources d'information, information sources, pratiques informationnelles, information seeking, jeunes adultes, young adults

Generative AI has undergone a radical transformation, becoming a revolutionary change as important as when the internet appeared. This systematic review explores the impact of AI in higher education, using the principles of Education 4.0 to guide the analysis as a framework. This research used the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” (PRISMA), based on a review of 243 articles published between 2017 and 2025, to address three main objectives: to systematically examine the existing literature, to explore the opportunities and challenges of AI integration, and to identify gaps for future research. Co-occurrence analysis and data-driven methods, including LDA, BERTTopic, and K-Means clustering, reveal that the interest of the scientific community has been growing, focusing on ethical governance, the enhancement of personalized learning, and the development of faculty AI competencies. These priorities are in line with more general worries about guaranteeing equity, openness, and inclusivity in the use of AI. The statistical analyses and administrative applications, on the other hand, have received less attention and are still ripe for investigation. The comprehension of AI's disruptive role in education is strengthened by this exploratory review, which also suggests ways to advance research and practice in higher education settings.

Keywords: Systematic Review, Artificial Intelligence, Higher Education

This article examines the mobile and participatory aspects of rot hae รถ แห่, a musical performance on a moving vehicle, such as a truck or a cart. Despite its popularity, rot hae is criticized for instigating alcohol consumption and sexually provocative dance moves in public, particularly during Buddhist ordination parades. I argue that the mobility and participatory nature of rot hae performances allows it to challenge the established social order and their participants to seek otherwise prohibited sensual pleasures. Such encounters reveal the vernacular practices of Buddhism that cannot be easily mapped onto the sacred-secular dichotomy.

This study examines the impacts of inclusive education on the experiences of early-career preschool and elementary school teachers in Quebec. Using a qualitative methodology involving individual interviews, photo elicitation, and group interviews with 25 teachers, the study highlights the challenges of managing heterogeneous classrooms and insufficient resources. Findings reveal a persistent perception of a divide between so-called “regular” students and those requiring “inclusion,” as well as tensions between organizational expectations and on-the-ground realities. These challenges intensify teachers’ feelings of powerlessness and professional precarity, while underscoring an urgent need for systemic support and tailored training. The study concludes that while the principle of inclusion is widely supported, it remains a source of emotional and professional strain due to institutional shortcomings. The findings would advocate for rethinking training frameworks and investing in adequate resources to ensure equitable and sustainable inclusion.

Keywords: inclusion scolaire, inclusive schooling, insertion en emploi, professional integration, enseignement préscolaire et primaire, student heterogeneity, hétérogénéité des élèves, initial teacher training, formation initiale, preschool and primary teaching

Generative AI in peer review raises ethical and environmental concerns and risks deepening existing inequities in scholarly publishing. Celebrated gains in speed often mask declines in quality and accountability. Training and deploying large models impose environmental costs. In editorial workflows, AI can privilege technical fixes over structural reform, and evidence shows it reproduces human biases while being cast as neutral. We call for a renewed commitment to open-science principles anchored in human oversight, deep sustainability, and broader justice. The paper concludes by interrogating sustainability’s absence from green-economy debates and mapping the values likely to shape the future of peer review.

This article examines Indigenous queerness by moving beyond the literal definition of “two-spirit” to explore the diversity and commonalities of Indigenous queer identities. Through detailed analysis of three distinct examples—the Diné/Navajo Nádleehi, the Shoshone Tainna wa'ippe, and the Inuit Sipiniq—this article demonstrates the vast differences in Indigenous gender systems while identifying four unifying characteristics: spirituality, fluid notions of gender/sexuality, connections to tradition, and a state of “in-betweenness.” This article concludes by examining contemporary indigiqueer realities, highlighting ongoing challenges such as historical disconnection, community homophobia, racism in queer spaces, and lack of intersectional approaches, while acknowledging positive social changes and increasing representation in mainstream media.

Keywords: colonialisme, colonialism, altersexualité autochtone, Indigenous queerness, indigiqueer, indigiqueer, intersectionnalité, intersectionality, diversité de sexualité et pluralité de genre, sexuality and gender diversity, two-spirit, bispiritualité