May 6, 2026

The University of Alberta’s Women and Children’s Health Research Institute will receive $93.5M over the next 10 years to support research on women’s and children’s health. The donation, which UAlberta says is the largest in its history, was given by the Stollery Children’s Health Foundation (SCHF) and the Alberta Women’s Health Foundation. SCHF President Karen Faulkner explained that the funding will enable the university to attract and maintain the top talent in the field, adding that, “[w]e need to have the best possible care for our kids, and we can only do that if we invest in research and innovation.”

Statistics Canada has released an estimate of the number of full-time international students enrolled at public postsecondary institutions for the 2024/2025 and 2025/2026 academic years. The authors of the study estimate that in 2024/2025 the number of international students fell by 4%, followed by a 26% decrease in 2025/2026. They add that the decline in the size of the new cohort will likely be larger for colleges (estimated at -75%) than for universities (-46%). The authors estimate that the size of the 2025/2026 cohort will match that of the 2020/2021 cohort at the college level and the 2013/2014 cohort at the university level.

Demographic disparities have been found in completion rates for the math test that Ontario teacher candidates must take as part of their certification process, according to the Ontario Teachers’ Federation (OTF). In their analysis of one year of testing data, the OTF found that 82% of candidates passed the test within two tries, while certain racialized groups, French-language speakers, and older candidates had lower success rates. OTF President Chris Cowley took issue with the test, which he says does not reflect teacher candidates’ ability to teach, and argued that “teacher candidates are better served by receiving instruction in mathematics during their initial program at faculties of education.” An ON ministry spokesperson told CBC that the test was designed to set a “clear and consistent standard” for teachers.

McGill University’s Faculty of Agricultural and Environmental Sciences and the University of Liège’s Faculty of Gembloux Agro-Bio Tech have recently signed an agreement to strengthen collaboration in the areas of bioengineering and agri-food sciences. As part of the agreement, the partners have committed to exploring opportunities for student exchanges and internships, as well as a joint degree program. McGill VP Global Engagement Anja Geitmann commented that strong partnerships with Europe are “essential to McGill’s international mission.”

Brock University has officially celebrated the opening of its new Burlington Campus. The opening celebration was part of the City of Burlington’s broader opening of the Robert Bateman Community Centre, where the new campus is located. During the event, Brock showcased the programs and resources that the public can access; hosted hands-on learning stations in areas such as science and mathematics; and shared beading kits from members of the Hadiya’dagénhahs First Nations, Métis and Inuit Student Centre. “This vibrant space is a true reflection of what is possible when community comes together,” said Brock President Lesley Rigg.

A recent article from CBC explores how AI tools are being used at Holland College and the University of New Brunswick. Holland College is weaving AI into nearly all aspects of its coursework in order to ensure that students learn how to use and critique the tool, according to CBC. UNB Research Institute in Data Science and Artificial Intelligence Associate Scientific Director Stijn De Baerdemacker shared that “everything has moved now into in-person evaluation and […] oral examinations” in order to better gauge student understanding. De Baerdemacker also emphasized the importance of ensuring students develop a strong foundation in the material themselves, before drawing on AI tools.

Concordia University and The Sacred Heart School of Montreal have signed a partnership framework to support students from the private school as they transition into university. The agreement accelerates the admissions process for grade 12 applicants, as well as offering a guaranteed admissions pathway based on students’ high school stream. In addition to the admission initiatives, the partners have designed outreach activities and academic presentations led by Concordia faculty for Sacred Heart students.

Algoma University has resumed admissions to five programs that it had suspended admissions to last year. Admissions for several programs—including the now resumed geography, history, music, sociology, and visual arts programs—were paused in May 2025 to enable the university to “retool” the programs. AlgomaU Spokesperson Mohamed El Kahlout confirmed to CBC that the five programs are open once again and noted the university’s recently expanded academic offerings.

University Affairs recently highlighted how art programs and art institutes are navigating AI’s impacts on the creative sector. OCAD University has reportedly integrated AI into its curriculum and developed guidelines on its ethical use. OCAD U VP, Academic and Provost Sandra Gabriele noted the challenge posed by the loss of entry-level jobs to AI in the creative industries and called for greater government support for WIL opportunities. Emily Carr University of Art + Design has embarked on a research project that will explore ethical frameworks and generative AI in art and design education. Concordia University is actively inviting practitioners who work with AI into the classroom.

New York Times reporter Dana Goldstein explores how the educational sector has rethought writing instruction since the advent of AI tools. Drawing on the comments of 400 instructors from US high schools and colleges, Goldstein shares what educators had to say about the importance of ensuring students develop their fundamental skills in reading, analysis, writing, and presentations without using generative AI as a shortcut. Educators also discussed how they are using more in-class writing assignments and presentations to help students develop these skills, while others shared that they were providing dedicated lessons on how to use generative AI tools ethically and critically.