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Currently there is limited research on accessible housing provisions for persons with disabilities (PWD) within Canada. The aim of our study is to provide an overview of how shortages of accessible housing are being addressed through the National Housing Strategy (NHS), with an additional look at provincial-level initiatives to tackle the issue, using Nova Scotia as a case study. As the NHS is only five years old, a thorough overview of its outcomes was not possible. However, our study revealed a few critical shortcomings regarding current initiatives—including ambiguous targeting for accessible housing development, lack of coordination between the housing and social services sectors, and (over-)reliance on market-based solutions. Broader understanding of accessible housing needs, more empirical examples of how different sectors can work together, and clarification of the costs and benefits of accessible housing are all necessary in order to more holistically address the accessible housing challenges. Wider application of accessibility design codes, alliance-building among vulnerable community groups to develop stronger voices, and enhanced monitoring systems are additional avenues for action.

Keywords: Logement accessible, Accessible housing, politiques et programmes, policies and programs, personnes handicapées, persons with disabilities

Interprofessional education (IPE) has been a key area of research and teaching practice for the past twenty years in both university and practice settings in the health sciences and social psychology. IPE training opportunities arise when students from multiple health professions interactively learn together about interprofessional collaboration and how to improve care outcomes for the community at large. It has been proven that the design of care is of higher quality when healthcare professionals understand each other's respective roles, facilitating their communication and teamwork. However, this type of pedagogical approach to interdisciplinary training is fraught with problems, such as communication barriers, synchronization of schedules and logistics, as well as the compartmentalization of professions, which can lead to prejudice despite the educational efforts made. What's more, these courses are attended by large cohorts of initial university trainees, and their pedagogical design may lack authentic anchors, thus diminishing the ability of individuals to mobilize interprofessional collaboration in care partnerships. This article proposes a theoretical model based on an enhanced capability approach, including the use of pedagogical design for student success, to design this type of training by overcoming.

Keywords: agentivité, agentivity, capabilities, capabilités, interprofessional collaboration, collaboration interprofessionnelle, design pédagogique, educational design, éducation supérieure, higher education, health sciences pedagogy, pédagogie en sciences de la santé, partenariat patient, patient partnership, interprofessional education, éducation interprofessionnelle, student success, réussite étudiante

Over the past few years, the use of AI in the workplace has become widespread. However, a digital divide appears to be emerging, particularly in Quebec, as highlighted by several reports published by the « Ministère de l’Économie, de l’Innovation et de l’Énergie » regarding the integration of AI in economic sectors critical to Quebec's digital transformation. In this context, it seems essential to determine the exact nature of the AI technologies actually integrated into these sectors, as well as the skills arising from these technologies and the entailments for staff training. The objective of this article is to identify current uses of AI in sectors critical to AI integration, as defined by the government of Quebec in 2024, and to highlight the expected skills and training needs for professional staff in these sectors. Through a narrative review, various uses of AI in the manufacturing, retail trade, transportation and warehousing, and professional services sectors are presented. An emergent analysis then discusses the digital, personal, methodological, and interpersonal skills related to the uses described in each economic activity sector. Finally, the training needs for these Quebec sectors are addressed. This article provides an up-to-date overview of the actual uses of AI in the aforementioned sectors and identifies critical skills and training priorities that Quebec's Industry 4.0 can benefit from.

Keywords: Knowledge synthesis, Synthèse des connaissances, Industry 4.0, industrie 4.0, artificial intelligence, intelligence articifielle, usages actuels, current uses, skills, compétences