Digital citizenship has recently become a unifying theme for digital education in the Quebec curriculum, which raises the question of the curriculum content it covers. The aim of this article is thus to contribute to clarifying digital citizenship education in the Quebec curriculum by looking at its objectives. First, we set the context for the growing importance of digital citizenship education in the Quebec curriculum. Through a critical reading of it, we detected two underlying complementary purposes: the predominant adaptive purpose and the latent emancipatory purpose. The latter seems necessary to remediate some limits of the first purpose. For each purpose, we identify possible teaching avenues and conclude that both the emancipatory and adaptive purposes of digital citizenship education must be taken into account in the Quebec curriculum so that digital citizenship education teaches students how to face the digital issues confronting contemporary societies.

The concept of reflection is often used in initial teacher training. Exploring the range of meanings in the literature, the authors of this article take a critical look at this concept, while forming a developmental but non-hierarchical vision of reflection, giving it the status of meta-skill. An outline describes the ecological and methodological dimensions of the process of reflection. The authors conclude by questioning the position of reflection in the skill-referential continuum that guides teacher-training in Quebec.