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The integration of digital technology in secondary education is now essential. However, not all students have the same dispositions toward digital tools, nor do they benefit equally from digital technologies. This disparity can be attributed, on the one hand, to differences in how teachers use technology and, on the other hand, to the diversity of students’ needs and preferences. This study aims to highlight the variety of secondary students’ needs and preferences regarding digital technology use, aligning with the principles of Universal Design for Learning (UDL). More specifically, it seeks to understand and explain which digital practices adopted by teachers foster learning and engagement for a wide range of students, considering their individual needs from an inclusive perspective. It aims to answer the following question: Which uses of digital technology support students’ learning and engagement in secondary school courses, considering the variations in learners’ needs and preferences? Carried out using a qualitative descriptive methodological design, this study draws on individual interviews with 17 teachers and 40 secondary school students from various grade levels and schools across Québec. The results are organized around the three main principles of UDL in view of highlighting digital practices and uses that can support learning and engagement for a wide range of students in secondary education from an inclusive perspective.

Keywords: tecnologias educacionais, technologies éducatives, educational technologies, tecnologías educativas, conception universelle de l’apprentissage, desenho Universal para a aprendizagem, diseño universal para el aprendizaje, universal design for learning, engagement des élèves, compromiso de los estudiantes, student engagement, engajamento dos alunos, aprendizagem, aprendizaje, learning, apprentissage, pedagogía inclusiva, pédagogie inclusive, pedagogia inclusiva, inclusive pedagogy, necessidades dos aprendentes, besoins des apprenants, learner needs, necesidades de los aprendientes, préférences des élèves, preferencias de los estudiantes, preferências dos alunos, student preferences

The history of mental health in Quebec has often been reduced to the activities of national, provincial and local committees dedicated to its development, or to the initiatives of a few committed individuals. However, behind these highly visible standard-bearers lie institutions that served as pillars for the development of this movement. Such is the case of the Roy-Rousseau Clinic and the La Jemmerais School, founded in 1926 and 1928, respectively, within the Saint-Michel-Archange Hospital in Beauport. Promoting a social neuropsychiatry that was open to and connected with the community, these two institutions, designed to be complementary and to break with traditional methods of internment, helped to establish and develop mental hygiene in the Quebec City region and beyond. This article looks back at the transnational history of this first adult neuropsychiatry service and the first school for “educable abnormal” children in the province, and their role in the emergence of the mental hygiene movement in Quebec.

Keywords: Mental Hygiene, Hygiène mentale, neuropsychiatry, Neuropsychiatrie, Québec, Quebec, Roy-Rousseau Clinic, Clinique Roy-Rousseau, l’École La Jemmerais, La Jemmerais School

This study investigates how digital storytelling (DS) functions as a communicative strategy for the online presentation of local heritage. It aims to understand the extent to which DS mitigates digital disruption and supports inclusive, participatory, and identity-based narratives. The research applies a qualitative discourse analysis, complemented by a quantitative scope analysis, to a selected sample of 57 websites containing local heritage content. The analytical framework is organized into four levels of discourse analysis: textual, contextual, interactional/action-based, and ideological. The websites were evaluated according to narrative structure, emotional tone, multimodality, user interaction and curatorial authority. DS was identified in 60% of the websites in implicit, explicit or combined form. These DS strategies frequently include multimodal formats (text, audio, video, and image), personalized expression and emotionally resonant language. A recurring paradox was observed: while visual design is becoming more minimalistic, narrative richness is increasing. Most websites exhibited integrative and micro-historical approaches; however, a subset retained institutional or canon-based frameworks that limit narrative diversity. Methodologically, the study underscores the need to adapt discourse analysis to multimodal and non-linear environments. It also highlights the significance of curatorial power in shaping digital heritage narratives. The findings are relevant to libraries, cultural institutions and digital curators seeking to enhance user engagement and inclusivity through narrative strategies. This research contributes to digital heritage, information science and internet studies by considering DS as a form of socio-technical resilience that supports meaning-making, identity and cultural memory in digitally mediated environments.

Keywords: digital storytelling, environnement numérique, études du web, online environment, local studies, études locales, mise en récit numérique, internet studies

The sustainability of publishing systems goes far beyond the production of printed books, and there is now an urgent need to examine digital production methods, from software to the technical infrastructures used to disseminate knowledge. Despite a lack of consideration for the durability of these publishing modes, the tools and other technical workings can be rethought to take into account the dimensions of longevity and sobriety. As a concept and a community of practice, permacomputing allows us to explore radical initiatives in the use of computing in a limited context. Its extension into the field of publishing, permapublishing, is an opportunity to identify and analyze sustainable publishing modes that can be shared, hijacked or extended, through the elaboration of three structuring principles: decoupling, deprecation and empowerment.

The links between climate change, emotional regulation, and mental health are now an emerging field of research in neuroscience. The environmental challenges associated with the ecological crisis are unprecedented and particularly affect adolescents and young adults: more than 70% of Canadians in this age group report feeling eco-anxiety, a combination of fear and distress about environmental degradation. Although this reaction is natural and adaptive, its persistence can contribute to the onset of mental disorders, making it a major public health issue. Analysis of the literature highlights the neurobiological and psychological foundations of emotions, the importance of regulating them, and the role of neuroplasticity, which can be reinforced by meditation, contact with nature, or sensory experiences. Art, particularly when it mobilizes visual, auditory, and multisensory stimuli, appears to be a key lever for transformation, especially through projects rooted in the local area that nurture a connection to living things and emotional resonance. The perception and impact of eco-anxiety also vary according to cultural and generational contexts. Indigenous peoples, who have a deep connection to nature, are strongly affected by it, while older people, who are often more experienced in emotional management, sometimes express feelings of guilt towards future generations. All of these facts call for decolonized, intergenerational approaches that are co-constructed with communities, combining neuroscience and artistic practices, immersive experiences, and hopeful narratives in order to transform climate distress into constructive engagement.

Keywords: eco-anxiety, écoanxiété, resilience, neuroscience, art, neurosciences, art, résilience, climate change, changement climatique

This article provides an analysis of stakeholder integration in cultural event projects outside metropolitan areas, based on the case study of the Outaouais region in Quebec. The result of doctoral research, this work uses a qualitative approach based on semi-structured interviews with 40 participants. The study identifies five complementary levels of stakeholder integration, ranging from the preliminary phase to ongoing integration after the event. By drawing on Boltanski and Thévenot’s theoretical framework of justification (1991), the analysis is not limited to tensions between different rationales for action, but identifies common references from different worlds (inspiration, opinion, project) that bring together the various actors (managers, content providers, audience). This renewed approach sheds light on the dynamics of cooperation and shows that territorial anchoring, partnerships, and technologies are key levers for integration in event projects located outside major urban centers. The study thus contributes to a deeper theoretical and practical understanding of project management in a cultural and regional context.

Keywords: event project management, gestion de projet événementiel, intégration, integration, hors métropoles, outside major cities, region, région, territory, territoire

This article analyzes the implementation of Quebec's Digital Competency Framework in learning progressions designed for elementary schools by School Boards. The analysis of these documents reveals an uneven distribution of the dimensions of digital competency: those related to ethical citizenship and technological skills occupy a predominant place, while dimensions associated with critical thinking, creativity, or problem-solving in digital contexts are underrepresented or even completely absent. The article proposes a reflection on the reconfiguration of the analyzed elements in order to support a more balanced operationalization of the framework in school settings. It also highlights the importance of collaboration within educational settings, envisioned as a lever for equity and a means of fostering the development of genuine digital citizenship among students.

Keywords: digital literacy, compétence numérique, reference framework, cadre de référence, progression des apprentissages, earning progression, continuum, continuum, primaire, primary school

Since 2008, the decentralized and inclusive hacktivist group Anonymous has launched hundreds of stand-alone campaigns, primarily targeting government using certain hacking techniques (Coleman, 2020; Steinmetz, 2022). Due to the standardization of both target selection and types of cyberattacks, we used Differential Association theory to understand whether peer association facilitates the learning process of new Anonymous members (known as "Anons") during a hacking campaign. The data derives from IRC conversations during the 2012 Maple Spring Protests, where Anons hacked the Québec provincial government. A thematic content analysis suggests that Anonymous’ consistency stems from the use of pre-established resources that ensure all participants learn similar techniques and motivations that can be applied across all campaigns. Congruent with the tenents of Differential Association theory, our results indicate that peers in the chats sustained the learning process of newcomers, not only transmitting technical skills but also inculcating values and definitions that distinguish legitimate from illegitimate targets. Newcomers are also encouraged to reinforce their approval of such behaviors by promoting Anonymous’ hacks on social media. Together, this online environment can transform novices into proficient hackers, increasing the potential for future campaigns.

Keywords: Cybercrime, Cybercriminalité, digital disobedience, Désobéissance numérique, Apprentissage en ligne, online activism, Communautés virtuelles, virtual communities, Sous-cultures hacktivistes, hacktivist subcultures

Historiography has given us the image of Horatio Walker as an artist in harmony with the rural environment of the île d’Orléans, where the tutelary figure of Jean-François Millet is never far away. Our objective is to reverse this view by exploring the only living environment where his career was at stake for more than thirty years: the Island of Manhattan. Based on an analysis of exhibition spaces, the singular position of Newman Montross, and the emergence of professional art criticism, we see Walker’s desire to succeed and make a name for himself come true. Through a complex dynamic between proximity and distance – geographical, social, and artistic – he occupies a unique place in the visibility and control of his works. In this, he understood that to have a career and last in New York, the artist must establish a clear distinction between creating and marketing his works.

Keywords: Montross Gallery, Art market, Montross Gallery, Marché de l’art, Art criticism, Critique d’art, Vie paysanne, Rural life