Photo courtesy Sherbrooke University
Dr. Abdelkrim Hasni, director of CRIDid at Université de Sherbrooke, focuses on evolving education to meet societal changes
By William Crooks
Local Journalism Initiative
In a bid to reshape educational frameworks in response to rapid societal shifts, the Université de Sherbrooke recently launched the Centre de recherche interuniversitaire en didactiques (CRIDid), led by Professor Abdelkrim Hasni. This research hub brings together interdisciplinary teams to re-evaluate what is taught in schools, how it’s taught, and why—centralizing questions of equity, diversity, and the role of technology.
In a recent interview, Dr. Hasni emphasized the need for education to evolve alongside society. “Education can no longer remain disconnected from society’s evolution,” he noted, highlighting how traditional curriculum has often lagged behind contemporary realities. For Hasni, this gap is particularly visible in subjects like science, where students are commonly taught core concepts but not necessarily how to engage with real-world applications or pressing societal issues. “To become informed citizens, students need to learn not just scientific concepts, but also the societal issues tied to them,” he explained, citing debates on vaccination, wildlife conservation, and climate change as examples where scientific understanding intersects with public discourse.
CRIDid, with funding from the Fonds de recherche du Québec, is set to become a leading centre in the Francophone world for educational research. It is one of only three Quebec-based research groups of its kind, with a mission that extends beyond provincial borders to influence education practices across Canada and internationally. The centre’s approach is rooted in interdisciplinary collaboration, where various educational fields engage in dialogue to address complex issues like digital learning, artificial intelligence (AI), and social equity.
Three research axes: curriculum, diversity, and technology
Dr. Hasni explained that CRIDid operates across three primary research “axes” or focal points: redefining curriculum, addressing diversity in the classroom, and integrating digital and AI tools in education. Each axis seeks to ensure educational content and methods evolve alongside society. The first axis focuses on rethinking curriculum across subjects like mathematics, science, language, and history. “What should we be teaching in the 21st century, and why?” Dr. Hasni asked, underscoring the importance of adapting educational content to align with current and future needs.
The second axis deals with the diverse backgrounds and learning needs of students. According to Hasni, CRIDid’s work in this area looks at ways to provide equitable learning experiences, particularly for children from immigrant backgrounds, Indigenous communities, and economically disadvantaged families. “Do we teach the same science to everyone, regardless of their cultural background?” he asked. By incorporating Indigenous knowledge into science education and considering multilingual perspectives in language education, the centre aims to cultivate an inclusive learning environment that respects diverse cultural experiences.
The third axis explores the role of digital and AI technologies in the classroom. While technology offers new learning opportunities, Dr. Hasni stressed the importance of using these tools judiciously. “Students should not delegate their learning entirely to machines,” he pointed out. Instead, AI can be a supportive tool, such as tracking student progress and identifying areas of difficulty, but it should not replace active engagement with educational content.
Fostering collaborative research and partnerships
CRIDid’s mission goes beyond academic research; it is focused on bridging gaps between researchers and the educational community. With a team of 45 researchers, the centre is designed to foster collaboration, not only among educational researchers but also with local schools and community organizations. “We don’t want this to be an ivory tower within the university,” Dr. Hasni stated. “Our hope is for the centre to be a collective, one where schools and communities feel welcome to reach out and engage with our research.”
In future projects, CRIDid aims to bring research findings directly into classrooms. By working alongside teachers and school administrators, the centre envisions a feedback loop where research can inform educational practices and, in turn, adapt based on the practical needs of the classroom. Dr. Hasni underscored this commitment to “ecological research,” where findings are generated in partnership with educators and are immediately applicable in school settings.
The launch of CRIDid aligns with a broader trend in education to rethink traditional learning models in light of societal changes, a theme emphasized in the recent press release announcing the centre’s establishment. The statement highlights the need for educational practices to address global challenges such as sustainability and technological advancement, while also fostering a system of knowledge that is accessible and relevant to all learners. The centre, as part of this larger vision, hopes to catalyze change within Quebec’s education system and beyond, influencing how future generations are taught and prepared for citizenship in a complex world.