Artificial intelligence is everywhere in education right now—but in Québec’s vocational and adult education classrooms, the story looks a little different. It’s not about sweeping change or polished systems, it’s about small moves, thoughtful experimentation, and teachers trying to make sense of what actually works.
In a recent conversation on the ShiftED Podcast, Nicole Muñoz-Guzman offers a grounded and very human look at how AI is being explored in real teaching contexts. As a pedagogical advisor with CSS Laval and previously with the RÉCIT in vocational training, and a former teacher herself, she works closely with educators navigating this shift in real time. What emerges is not a narrative of rapid transformation, but one of cautious curiosity.
“AI isn’t just about efficiency—it’s about how we rethink teaching, learning, and professional growth.”
Rather than focusing on tools, Nicole emphasizes the importance of pedagogy. Teachers are not simply adopting AI—they are questioning it, testing it, and adapting it to fit the realities of their classrooms. In vocational and adult education especially, where learners often bring diverse life experiences and immediate career goals, any integration of AI has to feel relevant and usable right away. This is where experimentation becomes essential.
Teachers are trying small, manageable entry points: generating examples, supporting differentiation, or helping learners organize ideas. Some attempts work well. Others don’t. But the process itself—trying, reflecting, adjusting—is where the real learning happens. At the same time, there is undeniable pressure. AI is moving quickly, and educators are often expected to keep up without clear guidance or time to explore. Nicole’s role, like many pedagogical advisors, becomes one of translation—bridging the gap between emerging technologies and classroom practice. That means not overwhelming teachers with possibilities, but helping them build confidence through intentional, supported exploration.
Looking ahead, the conversation shifts from “What can AI do?” to “What should we do with it?” The answer, it seems, lies less in the technology itself and more in the professional judgment of teachers. AI may be new, but the core of teaching remains unchanged. And in that space—between innovation and intention—is where meaningful change is beginning to take shape.
Connect with Nicole Muñoz-Guzman through LinkedIn by clicking here.
