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This article expounds the competencies that are essential for managing artificial intelligence (AI) in organizations, with emphasis on ethics, but also including the issues from a managerial, technical, human, inclusive and responsible point of view. In the context of change associated with digital transformation, organizations that are digitizing, by integrating AI, need to identify the ethical issues and the associated required competencies to manage AI projects. The issues related to the development and management of AI projects are complex and different from those related to traditional IT project management. This complexity raises ethical, legal and social responsibility questions regarding AI, from an equity, diversity and inclusion perspective. These will have implications for the competencies expected of AI project managers in the future. Our research aimed to identify these competency issues and describe them, which is done through interviews and focus groups with experts from the AI community, in the broader context of a research on AI management. This article focuses primarily on the ethical issues emerging from our review of written works and meetings with AI experts, and their resonance in the Quebec AI ecosystem. We therefore here focus on questions of ethics, labour market transformation, governance and social responsibility. This article is organized in seven parts: introduction, issues, literature review, methodology, results, discussion and conclusion. The current challenges of AI in Quebec are given in terms of ethical management of innovative technologies, as well as the transformation of labour markets associated with AI. These key issues were identified in our 25 research interviews and three focus groups. In conclusion is a set of recommendations to promote change while considering ethical issues linked to turning towards AI.

Keywords: Gouvernance et éthique de l’IA, compétence en éthique, EDI (équité, diversité et inclusion), gestion de l’IA, écosystème québécois d’IA

Naturalistic interventions, such as activity-based interventions (ABI), use play and daily activities to support development of skills in young children. This article documents the challenges and facilitators encountered by four daycare educators trained and coached to implement ABI to support development of literacy skills. The main challenges identified were lack of time, management of socioemotional issues, and changes to groups of children. Facilitators include physical accommodations and children’s interests. This article highlights the importance of offering a wide range of literacy materials accessible to children.

Keywords: interventions naturalistes, implantation, littératie, milieu de garde, facilitateurs, défis

The municipal reform tabled in November 2021 by the Government of New Brunswick was long overdue. The last territorial restructuring exercise held in this Canadian province took place back to the mid-1960s. More than a simple municipal reorganization, the reform proposes major changes in governance, economic and community development as well as land-use planning. These changes will be essentially held under the leadership of the regional service commissions (RSC). What will be the impacts of this reform in terms of territorial development? This is the question this article attempts to answer. Given the strong local and regional disparities that are still very evident in New Brunswick, it remains imperative that this reform, so that it can have beneficial effects on development, be coupled with a strategy focusing on the correction of structural problems and on the capacity building of social actors.

The objective of this research is to study children’s levels of engagement in their interactions with the teacher and peers in different classroom contexts (activities and groupings) in five-year-old’s preschool education. Using the Individual Classroom Assessment Scoring System (inCLASS), 113 children (66 girls and 47 boys) were observed. The results show that the children’s level of engagement in their interactions with the teacher is higher during routine and transition activities and shows no significant differences depending on the type of grouping. Children’s level of engagement in interactions with peers is higher in free play activities, workshops and grouping small groups. Classroom contexts modulate the children’s levels of engagement in interacting with others.

Keywords: engagement, contextes, activités, regroupement, éducation préscolaire

The needs of Quebec students, which have become increasingly diverse and evolving in recent years (Government of Quebec, 2020), call for a change in teaching practices. To achieve this, the development of a mechanism following the principles of the learning organization, such as a professional learning community (PLC), within the school can support these changes. Although principal leadership is likely to be a lever, its influence has been little documented in a Quebec elementary school context. This study therefore examined the influence of principal leadership on the activity of a learning organization, using Engeström's (2000, 2001, 2011, 2015) activity theory. This descriptive qualitative study mobilized the case study approach, involving in an elementary school in the Eastern Townships in which the classroom teachers work in PLC. Semi-directed individual interviews were conducted with the school principal and five teachers. Our analyses show that the principal's leadership contributes to resolving many of the contradictions that can arise in a system of activity, and thus promotes its transformation.

Keywords: leardership, leardership, principal, direction, organisation apprenante, learning organization, professional learning community, communauté d'apprentissage professionnelle, théorie de l'activité, activity theory