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How to make public spaces accessible, safe and attractive for an aging population

To be truly inclusive, public outdoor spaces must meet the needs of the entire population, regardless of age, physical ability or mobility.

Although many cities have adopted universal accessibility policies in recent years, it’s important to consider whether these policies have actually improved accessibility and the experiences of citizens who live there.

Public spaces can become a source of fatigue and stress for older people if their features are not properly designed.

Several fields of research in urban design, urban planning, and architecture offer valuable tools for understanding the level of accessibility in public spaces. Three dimensions are particularly relevant, since they directly concern the way a built environment meets the needs of people with motor, visual or cognitive impairments. These three dimensions — comfort, legibility, and geometric clarity — enable us to assess whether a space is truly designed for everyone.

As an architect, urban planner, and full professor at the Université du Québec à Montréal, I study the universal accessibility of public environments by identifying the physical and spatial dimensions that promote their equitable use.


This article is part of our ongoing series The Grey Revolution. The Conversation Canada and La Conversation are exploring the impact of the aging boomer generation on Canadian society, including housing, working, culture, nutrition, travelling and health care. The series explores the upheavals already underway and those looming ahead.


The importance of comfort

Environmental studies focus on how people live and use public spaces. According to Jan Gehl, a Danish architect and urban planner, a space suitable for pedestrians must provide protection, comfort and appeal.

  • Protection ensures safety, for example through pavements separated from vehicle traffic or clearly marked pedestrian crossings.

  • Comfort facilitates movement through features like flat, continuous surfaces, the absence of obstacles, benches, handrails and adapted access.

  • Appeal is based on a combination of physical and sensory elements, such as greenery, light and the presence of activities, which promote a pleasant experience for users.

These criteria benefit everyone, but are especially essential for older people or those with reduced mobility. Pleasant and comfortable spaces encourage people to walk more and take advantage of the city. That, in turn, promotes social inclusion and enhances well-being.

The pedestrian route in Parc Safari in Hemmingford, south of Montréal, is an example of a tourist development that prioritizes comfort.

Flat, paved surfaces and the absence of ground-level obstacles, such as uneven steps or steep slopes, ensure comfortable and unimpeded movement. To provide a pleasant and safe experience, it is essential to maintain uniform surfaces and consistent levels, which facilitate the passage of pushchairs and wheelchairs as well as the movement of people with mobility challenges.

5 critical urban elements

Urban planning studies on the “image of the city” focus on how people perceive and navigate their environment. Kevin Lynch, an American urban planner who taught at the Massachusetts Institute of Technology (MIT) and Harvard, profoundly influenced urban design with his work how cities are perceived. His research has identified five elements that help people find their way around the city:

  • Pathways (streets, pavements or footpaths).

  • Boundaries (walls, rivers or railway lines) that demarcate a space that may be difficult, or even impossible, to cross.

  • Neighbourhoods recognizable by their atmosphere, function or consistent architecture.

  • Nodes (places of passage or gathering, such as a public square, a crossroads or a station).

  • Landmarks (visible features that help people orient themselves), such as a tower, a bell tower, a sign, or a distinctive tree.

Montréal’s Esplanade Place Ville-Marie is a good example of a place with these qualities.

The design, organized around steps that incorporate a ramp clearly visible from the pedestrian’s line of sight, reduces confusion and makes it easier to understand the connections among the Esplanade’s different levels.

That makes it possible for pedestrians to anticipate the continuity of their route, making movement more reassuring and pleasant. The clarity of this layout ensures that the Esplanade Place Ville-Marie is accessible to all.

When boundaries and landmarks are clearly defined, the city becomes more welcoming and easier to navigate, particularly for people who have difficulty with orientation or trouble following directions. This reduces the anxiety associated with walking in complex environments and enhances the sense of security.

For example, as part of the Bristol Legible City project in the United Kingdom, 97 per cent of visitors highlighted the tangible impact of clear and consistent urban design on the walking experience and user comfort.

Geometrically clear urban layouts

Studies of spatiality analyze the form and geometry of urban spaces to understand how their organization influences human movement and behaviour.

Bill Hillier, a British architect and professor at University College London, is known for his syntactic approach, a method of analyzing urban and architectural spaces.

His work shows that people naturally move along clear, direct axes. Certain cognitive disorders, such as Alzheimer’s disease or mild age-related cognitive impairment, can affect memory, attention and orientation. A geometrically clear urban layout eases orientation for these people and enables them to mentally visualize the spatial layout of the area where they’re walking.

Another important factor is the spatial enclosure effect created by the continuity of façades, fences or building lines, which fosters a sense of containment and security.

The most accessible public spaces are, therefore, often those with simple, linear routes that offer a smooth and predictable path. A well-organized layout makes it easier for elderly people and visitors to plan their upcoming trips, maximizing their enjoyment of a city.

In Montréal’s Old Port, spaces are clearly defined. Along Saint-Paul Street, a continuous row of building façades shapes the street and guides movement, with the view shifting as you walk. A low curb adds to this sense of order and makes the route easy to follow.

Accessibility for all

The elements of comfort, navigability and geometric clarity can guide urban designers, including architects, urban planners, landscape architects and engineers, in creating public spaces that are accessible to all.

Adhering to these criteria from the design stage helps avoid costly and late-stage adjustments while ensuring optimal comfort and safety for all users.

When high-quality public spaces are designed from the outset, it is possible to meet the needs relating to mobility, vision and cognition without designing the space for a single type of user. A thoughtful and inclusive design makes the city more comfortable, accessible and safe for everyone, particularly for an aging population.

La Conversation Canada

François Racine has received funding from the Friends of the Parc Safari Foundation.

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How should schools teach AI? 3 models to consider

Students across Canada are exposed to artificial intelligence (AI) whether through search engines, writing assistants, automated recommendation systems or social media.

That everyday exposure raises a first, fundamental question: What should students should learn about AI? This goal is often described as AI literacy, which combines conceptual understanding with responsible use and critical judgment about AI.

A second, more practical, question is: Where should learning about AI sit in the curriculum? Since education is a provincial responsibility, Canada has no single approach.

Teaching AI literacy in schools builds on what provinces already require students to learn about digital technologies. How provinces do this determines how much time students get, what can be assessed and how teachers must be prepared.

In practice, these different curriculum models, plus the supports to ensure teachers can effectively teach them, will shape whether AI education becomes a set of tips for using apps — or a form of digital citizenship grounded in concepts, ethics and critical thinking.

What AI literacy implies for schools

Several provinces and educator associations have or are developing frameworks pertaining to AI in K-12 education. Several organizations have proposed similar frameworks that specify the concepts and competencies students should develop, or that guide what meaningful AI education would require in schools.

The United Nations Educational Scientific and Cultural Organization sees AI literacy spanning technical understanding and ethical awareness, and names a vision of students as AI co-creators and responsible citizens.

A U.S.-based framework, AI4K12, outlines what students should learn about AI across grade levels, and identifies five “big ideas” about AI: perception, representation and reasoning, learning, natural interaction and societal impact.

Two students work on a robot.
AI frameworks guide what meaningful AI education might look like in schools. (Allison Shelley/The Verbatim Agency/EDUimages), CC BY-NC

The U.S.-based International Society for Technology in Education (ISTE) proposes standards that engage students as empowered learners, computational thinkers, innovative designers and digital citizens.

Digital learning in provincial curricula

Across Canada, provinces integrate digital learning through different models — but note that these models are ideal types. Several provinces combine them. Each model can support AI literacy, but each creates different conditions for time, assessment and teacher preparation.

1. A dedicated subject or domain, where digital skills or computer science have their own courses. In many systems, teachers have been specifically trained for the subject. This configuration typically supports clearer sequencing across grades and more consistent assessment.

For example, between kindergarten to Grade 9, British Columbia teaches technological learning within applied design, skills and technologies curriculum, with Grade 8 requiring the equivalent of a full-year course that schools can deliver through modules.

Newfoundland and Labrador frames technology education as a hands-on area that can include programming and controlling physical devices through two dedicated courses about computer science in Grades 9 and 10.

Ontario’s computer studies curriculum creates dedicated course space for learning computing concepts. Ontario also illustrates how systems can shift emphasis over time: coding and digital competencies can be embedded within compulsory subjects, while a separate computer studies curriculum expands opportunities for sustained progression.

A dedicated subject provides protected classroom time to teach related core ideas (for example, data, algorithms and modelling) and to assess learning beyond using tools, while still making possible cross-curriculum learning.

It also creates clearer conditions for implementing ambitious AI literacy frameworks such as AIK12 and UNESCO’s guidance. This is because a teacher trained to translate specialized concepts for non-specialists leads instruction and can support sustained, project-based learning.

However, in many provinces, this “dedicated subject” exposure remains intermittent across K–12, often concentrated in a small number of courses, or sometimes a single year-long course with limited weekly time. This constrains cumulative progression and makes outcomes sensitive to local staffing capacity and teacher qualification.

2. Digital learning embedded in existing subjects. In New Brunswick, digital learning in Grades 6 to 8 is organized through the Middle Block, where Technology is one learning area among others. Teachers must address digital learning alongside a much wider set of practical and developmental goals, rather than teaching it as a fully separate subject with protected time.

Two teachers at a table in discussion.
How AI-related professional development will help teachers depends partly on learning expectations relevant to their work. (Allison Shelley/The Verbatim Agency/ EDUimages), CC BY-NC

This approach can make learning more connected to real problems and other learning. But it can also limit how much time can be devoted to AI-related concepts, and whether this learning is effective, when many other objectives must be covered within the same program structure. The trade-off is generally capacity: teachers are asked to carry new conceptual content without necessarily having time, training or materials.

3. A “transversal” framework, where competencies that underpin digital technology are meant to be integrated across subjects.

For example, Manitoba teaches literacy with information communication technology (ICT) across curriculum, related to thinking critically and creatively about information and about communication, “as citizens of the global community, while using ICT safely, responsibly and ethically.” Alberta’s information and communication technology program of studies states that it is “not intended to stand alone” but should be infused within core courses.

Québec has a province-wide digital competency framework describing 12 dimensions of confident, critical and creative uses of digital technology.

When competencies related to digital learning are integrated across subjects, every student can be reached, not only those who choose electives.

However, without clear accountability tying underlying competencies to particular digital media uses, this approach can potentially yield uneven learning experiences from school to school. Every teacher must also receive sufficient professional development on the subject.

What ‘AI-ready’ could mean

Each model requires different policy supports. Dedicated subjects need staffing and teacher preparation pipelines. Embedded approaches need sustained professional learning and realistic expectations for non-specialist teachers. Transversal frameworks need clear markers for student progression and assessment strategies, otherwise implementation depends on local enthusiasm.

For many provinces, the path forward is likely not choosing one model, but combining the strengths of all three.

Two students work on robot models.
The path forward for teaching AI literacy is likely combining the strengths of different curricular models. (Allison Shelley/The Verbatim Agency/EDUimages), CC BY-NC

This requires grounding in foundational knowledge of AI, as well as developing both discipline-specific and transdisciplinary competencies. UNESCO’s AI competency framework for teachers makes a similar point: governments should anchor AI learning in curriculum policy, build collaboratively with educators and invest in teacher preparation and resources.

Canada’s provincial diversity creates conditions for comparative analysis. If researchers study student learning associated with different models, this could help identify which policy arrangements, supports and implementation strategies are associated with stronger and more equitable forms of AI education.

Comparison may become even more salient with the OECD’s planned PISA 2029 media and artificial intelligence literacy assessment, which will be designed to examine whether students have had opportunities to learn to engage critically and responsibly with digital and AI systems.

The Conversation

Hugo G. Lapierre receives funding from the Fonds de recherche du Québec (FRQSC), the Social Sciences and Humanities Research Council (SSHRC) and IVADO.

Normand Roy receives funding from Fonds de recherche du Québec (FRQ), le ministère de l'Éducation du Québec (MÉQ), Social Sciences and Humanities Research Council (SSHRC).

Patrick Charland receives funding from the Fonds de recherche du Québec (FRQSC), the Social Sciences and Humanities Research Council (SSHRC) and UNESCO.

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