Our research on the preferences for collaborative or independent academic learning has helped us identify the complexity of the factors and reasons that lead to such choices. Learners combine the two modalities, in terms of their advantages and disadvantages, and although, declaratively, they are open to collaborative learning, in practice, they are more into independent learning. The responses collected indicated the need for the teachers to be, in turn, the promoters of collaborative learning, through practice and encouragement, both in the face-to-face and online learning systems. For pedagogical reasons, we considered that for the 122 undergraduate and graduate students preparing to be teachers, included in our sample, the investigative methods such as the questionnaire-based survey and the focus group are non-invasive methods, through which we were able to outline a profile dominated, in most cases, by independent learning or the combined variant, which alternates situations of independence and collaborative cases. Our findings highlighted that preferences are determined by a series of contextual factors: the possibilities of attentional concentration, the access to resources, the personal rhythms, the pursuit of efficiency, personality types, the learning planning skills, the need for evaluative feedback, the conceptions about the development of the creative process, the degree of social trust, the way of public expression, the teachers practices.

This article explores contemporary theoretical interpretations of pedagogical action research competences among educators in the context of scientific concerns regarding the promotion of an innovation culture in higher education, driven by innovative approaches in education policy documents such as the growing labor market demand for research, innovation, and entrepreneurial competences, the increasing focus on developing the innovative potential of university teachers to cultivate research and entrepreneurial skills among students, and the shift in higher education institutions from traditional education models to innovative scientific education models, emphasizing the need to clarify key competences essential for innovation-driven processes in educational settings. Research and innovation competences are positioned as foundational premises for the sustainable implementation of innovative practices in higher education. The promotion of an innovation culture is examined within the framework of processes designed to leverage innovation policies in both higher and general education, aiming to strengthen innovative potential, facilitate the transfer of innovation, and enhance teachers competitiveness in the labor market.

In the educational environment, social action as well as the quest for values are in a perpetual evolution. The ethics in education consists of transmitting the sense of otherness, of the human being, which begins with the concern for the Other. It is about knowing how to assess with moderation the uniqueness of situations in the school context, in order to act best by taking into account the ethical intention — the aim of a good and just life — and the moral intention — the norms and principles that serve as guidelines. In this respect, we will begin by looking at the philosophical currents on ethical values in social action. Subsequently, it would be interesting to study the sphere of ethics in education, given that societies are undergoing major changes in search of new values. Finally, we will give a prominent place to the notion of socio-ethical action in pedagogy in order to highlight the close relationship between education and citizenship.

This research aimed to establish how using different assessment criteria and other specific factors influences the lesson plan assessment of teacher training students. Ninety-four lesson plans of students from the Teacher Training Department, Medicine specialization, were analyzed in the investigation. A nonequivalent posttest-only design was conducted between the two samples of the respondent’s lesson plans. The results showed that the use of subsequent criteria in assessing lesson plans determined a lower final score than using only general criteria but not being influenced by the respondent’s gender. The formulation of objectives and the assessment strategy should be optimized in the medical student’s teacher lesson planning. The used research instruments could offer a framework to guide and improve the lesson planning of medical teacher training program students and medical teachers.

Integrating digital tablets in the classroom truly transforms professional practice. We sought to understand how teachers approach the instrumental orchestration (Trouche, 2002) of these artifacts when preparing their lessons. We highlight several points of tension that arise when teachers combine the teaching-learning situation with the components of their environment.

This study is based on the idea that coaching programs in education contribute to solving specific problems and ensure the academic and professional development of the actors involved. The traditional efforts to increase the quality of teachers work have not always been effective, and this can change by accessing new forms of training and professional development. We aimed to find out the opinions of the students about the role of coaching in school and to formulate, based on these opinions, an answer to the question regarding the need to implement instructional coaching programs. The purpose of the research is to provide a conceptual basis by reporting on the results of the research on the topic and to know the perceptions of the future teachers regarding coaching programs, respectively the need to implement them in school. In this respect, we used an opinion poll followed by the interpretation of the answers obtained and then developed the conclusions of the research. We consider conceptual clarification necessary, given that coaching is not confused with management, leadership, mentoring or other correlative terms. On the other hand, we believe that this represents a new approach, which supports students, teachers and school principals in developing the skills necessary to achieve specific objectives.

The integration of Social Emotional Learning (SEL) principles across various school curricula contributes to the continuous process of enhancing learning through creating a caring and positive learning climate that foregrounds learners’ emotional well-being and emphasizes both academic growth and fundamental life skills. However, relatively few studies have been conducted to explore its impact on middle level students’ performance and its influence on the specific domain of FL/SL learning. The current quasi-experimental study investigates the influence of Strong Kids Curriculum on two of the core competencies of 21 Algerian middle school English as a Foreign Language (EFL) students, precisely optimistic thinking and relationship skills. The results indicate a major improvement in both competencies, with a highly notable difference between pre- and post-intervention values. Additionally, the research indicated major improvement in students’ social-emotional knowledge as well as a high degree of the curriculum implementation fidelity. Most students perceived Strong Kids curriculum as socially valid. The findings offer informative data, which may assist EFL middle school teachers in Algeria to create a positive learning climate that nurtures the personal and academic development of their students in the future.

Introduced recently in primary school, continuous assessment focuses on activities, assessed explicitly and graded by teachers who ignore the requirements. It must identify the skills of the learners– without their knowledge – through annotations, omitted in the practices described. The limits noted require the reform of the methods and tools used in the cycle.

This study seeks to critically examine and reevaluate the practices associated with assessing intercultural competence in French as a Foreign Language (FLE) classroom within the Algerian educational context. The primary focus is to address specific deficiencies in the evaluation process, particularly those arising from the inherently transdisciplinary nature of intercultural competence. Special attention is given to the application of the culture assimilator method, employed as a tool to facilitate a more objective assessment of intercultural competence in Algerian schools. By doing so, the study aims to reintegrate interculturality into language instruction and to conceptualize FLE learning as a meaningful avenue for fostering an understanding of otherness.

This contribution serves as a reflection on the significance of training university teachers in utilizing Information and Communication Technologies (ICTs) within the higher education classroom setting. It aims to explore the perceptions of distance education among Algerian teacher trainers at the Teacher Training University College of Bouzareah (ENSB) in Algeria and the evident shift towards extensive use of ICTs in the teaching practices, particularly through the Moodle elearning platform. In this study, a quantitative approach was employed, involving the distribution of a questionnaire to fifty (50) university teachers from five distinct departments at ENSB. These teachers had recently undergone training in online teaching using the Moodle platform. The results of the survey highlighted that a majority of teachers encountered challenges in utilizing this platform. These difficulties are due to a lack of initial training in ICT usage and the demanding training schedule imposed by the Ministry of Higher Education across various courses. The findings underscore the critical need for comprehensive and ongoing training programs to equip university teachers with the necessary skills to effectively integrate ICTs into their teaching practices. Addressing these challenges through tailored training initiatives can enhance the adoption and utilization of technologyenhanced learning tools like Moodle, ultimately improving the quality of education delivery and student engagement.

This quantitative study explores the attitudes of school principals, teachers, and parents towards students use of ICT during and after class time in primary schools across Lukunga District, Kinshasa-the capital city of the Democratic Republic of Congo. Guided by the Technology Acceptance Model (TAM), the study focused on two core constructs: Perceived Usefulness (PU) and Perceived Ease of Use (PEOU), which framed the interpretation of findings. Data were collected through structured questionnaires administered to a sample of 75 teachers, 75 parents, and 5 school principals. The responses were coded and analyzed using Microsoft Excel 2019, where both descriptive statistics (frequencies and percentages) and inferential statistics (chi-square tests) were applied. The findings revealed an overall positive attitude among all stakeholder groups towards student ICT use both in and out of the classroom. Teachers emphasized that ICT use enhances students motivation, makes lessons more engaging, and that the absence of ICT use may reduce students’ future competitiveness in the labor market. Parents acknowledged ICT as essential for knowledge acquisition, access to global information, and more effective learning processes. School principals supported the integration of ICT into key educational activities through an age-appropriate curriculum, and also highlighted the importance of parental involvement at home as a complement to school-based ICT use. These insights contribute to understanding the enabling factors and potential barriers to ICT adoption in primary education, and inform policy and practice aimed at enhancing digital learning environments.

The present study aims to explore the causes of the decreasing impact factor of Algerian journals published on the ASJP platform. Our analysis corpus consists of 51 articles from the journal Action Didactique, published during the years 2022 and 2023. The objective is to analyze the algorithms provided by ResearchGate, Google Scholar to calculate its true impact factor through citation analysis. The bibliometric analysis suggests a significantly higher impact factor than that displayed on the national platform. The research findings reveal that one of the main causes of the decrease in the impact factor of Action Didactique is the tendency of Algerian researchers to focus on foreign works at the expense of national ones. The study proposes editorial alternatives to improve the journal’s visibility.

In this research, we highlight an illustration of project-based pedagogy practices within the French department of El-Oued University. Following an experiment with a provoked-dominant approach, based on participant observation and a combination of structured and semi-structured interviews conducted in the university environment of the second year Master s program during the postpandemic period, the findings reveal that project-based pedagogy positively impacts knowledge development in this context. The synthesis leads to the conclusion that this pedagogy enables students to engage in group work and research to achieve a collective goal. Furthermore, it provides students with the opportunity to learn both within the university (academic knowledge) and beyond (social knowledge), opening up new perspectives for the country s higher education institutions.

The study presented in this article focuses on a specific approach: the skills based approach commonly referred to by the acronym APC. This research explores the application of APC in the Algerian context, with particular emphasis on the college level. It presents the perspectives of inspectors, collected through semistructured interviews, as well as those of teachers, obtained through a questionnaire, over two consecutive school years. At the same time, this study strives to grasp the complexity of the act of teaching and to illustrate the dynamics of the teaching-learning situation that teachers must face. The results highlight the relevance of APC and identify crucial factors likely to influence the success of this educational approach.

Students in Shanghai, China, achieved the highest global scores in mathematics, science, and reading comprehension in the 2012 PISA assessment, outperforming education systems around the world. While this success is commonly linked to standardised socio-political factors such as severity, selective schooling or strong parental involvement, a television report explores the pedagogical factors behind these results. By analyzing the instructional approaches, methods and techniques highlighted in the video, this article argues that these Shanghai’s outstanding performance stems from behaviorist-inspired learning theories, emphasizing repetition and practice, within a framework referred to as "didactic perspiration."

This article investigates the pedagogical impact of play-based learning on cognitive development in early childhood, using a quantitative research methodology. Framed within constructivist and sociocultural learning theories, the study explores how various forms of structured and unstructured play contribute to the development of core cognitive skills such as attention, memory, language, and problem-solving among Romanian preschoolers. Based on a representative sample of 100 educators from Dolj County, Romania, this research reveals strong correlations between play-centered pedagogy and perceived improvements in children’s cognitive performance. The findings underscore the importance of integrating purposeful, guided play into national preschool curricula and teacher training programs. Practical recommendations and directions for future research are also offered.

This research examines the factors affecting the university selection choices of chinese universities students for their bachelor studies. In total, 300 students from East China Normal University (ECNU) were questioned using questionnaires disseminated via WeChat. Descriptive statistics, chi-square tests, and ANOVA have been used to measure the statistical value of numerous variables. The most critical factors for this study participants were the labor market value of the degree, the university and the selected academic program reputation, the location of the university, and preparation for graduate school, as revealed by the descriptive analysis. Variables such as the university s reputation, the value of the degree, and proximity were shown to have substantial relationships with university choice according to chi-square tests. These variables greatly impacted students judgments. According to the ANOVA test, students university selections were significantly influenced by persons like parents (mothers and fathers), with social media also playing a part. These findings emphasize the importance of universities maintaining strong academic reputations and engaging with influential individuals, especially parents, in the decision-making process. The study offers valuable insights for universities aiming to attract prospective students and highlights the role of social influences in shaping university selection.

Maintaining well-being in school is a current priority, because a stimulating, open learning environment is an important condition for the efficiency of a certain activity. The present study aims to carry out a critical analysis of the concept of wellbeing in school, as it is reflected in European and international documents, which show interest in this aspect. What are the conditions, the factors that influence well-being, what are the pillars it is built on, what methods prove to be more effective in ensuring the wellbeing of students, teachers and all those involved in school activity are the essential questions that formed the basis of this investigation, based on the study and critical analysis of certain documents and reports drawn up by important European and international bodies (OECD, European Commission, UNICEF, World Health Organization). All these pursued aspects are intended to ensure a more complex and realistic perspective on the concept, allowing a better delimitation of the notional sphere. The conclusions drawn may be useful to all those responsible for ensuring the well-being of the important school "actors".

This research focuses on the impact that integrating AI tools and chatbots into education has on critical thinking and problem-solving capabilities among undergraduate students in Algeria. The study, a quasi-experiment with pre- and postintervention measures, surveys, and focus group interviews, ascertains how far AIdriven learning modifies the cognitive powers of students. The results were increased identification of biases, information evaluation, and the creation of innovative solutions. However, issues of overdependence on the potentials of AI tools and occasional simplification while carrying out tasks hint at an ability to balance integration with conventional pedagogical approaches. This study contributes to the still-growing discussion of AI in education with realistic recommendations for educators and policymakers, especially in resource-constrained settings such as Algeria. The research points out challenges that include gaps in digital literacy and infrastructure and underlines the possible potential of AI to transform higher education in developing countries.

In response to the increasing demand for graduates who are not only proficient in their field but also possess critical thinking skills and global competence, this study investigates the impact of innovative assessment practices on English as a Foreign Language (EFL) learners in Algerian higher education institutions. With the evolving landscape of education, traditional assessment methods are being increasingly replaced by more dynamic, learner-centered approaches aimed at fostering 21stcentury skills. This research employs a descriptive mixed-methods design, combining quantitative and qualitative data to explore the perceptions of 20 EFL instructors and 150 students across five Algerian universities. The study focuses on alternative assessment strategies such as project-based learning, digital portfolios, and peer assessments. Through a combination of student questionnaires, instructor interviews, and document analysis of student portfolios and project work, the research investigates the effects of these innovative methods on student engagement, critical thinking, and the development of global competence. The results reveal the positive influence of non-traditional assessments on learner motivation, analytical abilities, and intercultural awareness. Additionally, the study assesses the challenges faced by instructors and institutions in implementing these approaches and provides recommendations for enhancing their effectiveness. The findings suggest that innovative assessment practices play a crucial role in preparing EFL students for the demands of the globalized world, contributing to both their academic success and their ability to engage meaningfully in diverse, international contexts.

With English at the forefront of higher education, Algerian universities have integrated English proficiency requirements into its doctoral training programs. This is in consideration of the fact that English has become an essential medium for academic research, publication, and international scholarly communication. The present study, therefore, is an attempt to examine the washback effect of the English proficiency test on PhD candidates academic writing practices; it analyzes how test requirements shape their learning strategies, development of their writing skill, and the engagement with English language learning. To conduct this analysis, a qualitative research design is adopted. The study draws on semi-structured interviews with 20 PhD candidates across Algerian universities to have a closer look on their test preparation strategies, challenges, and perceptions of the English proficiency test’s impact. The data was analyzed via thematic analysis. The results revealed both positive and negative washback effects on PhD candidates writing practices. In light of these findings, practical recommendations for aligning the English proficiency test more closely with PhD-level writing needs are presented.

The widespread misery that characterizes Cameroon creates a social split in schools both among teachers, administrative staff and students. This state of affairs exacerbates school violence (Piebop, 2023), which also significantly undermines the mental health of all actors in the education chain. However, the success of school activities depends on the good control of mental health, discipline and violence. This ideal is far from being achieved by the two Cameroonian educational sub-systems. Then, comes the problem of the negative impact of school violence on mental health and academic success. What are the relationships between school violence, mental health and academic achievement? What is the role of mental health in the educational process? Why do we need to control violence and mental health in schools? What practices can be held up as models? The working hypothesis posits that the various types of violence that presently animate Cameroonian schools constitute serious psychosocial risk factors; that is, environmental factors that can impede mental, physical and social health in and by extension the smooth running of the teaching-learning-assessment process. As such, it is necessary to intervene at various levels. The study is based on an empirical method, as well as questionnaires and interviews.

Since 2012, the Frères Mentouri University Constantine 1 (UFMC1) in Algeria has initiated a specialized training program in information and communication technologies (ICT) as well as in pedagogical practices. In accordance with Ministerial Decree No. 932 of July 28, 2016, issued by the Ministry of Higher Education and Scientific Research (hereafter MESR), this training has been extended nationwide to benefit newly recruited university instructors, with the aim of strengthening their competencies in this area. The objective of this study is to evaluate the effectiveness of this training by examining the extent to which it meets their needs, both in their teaching roles and in their research activities. To this end, a questionnaire was developed and distributed to instructors from the 2023/2024 cohort. The results show that, while the training generally covers aspects related to the pedagogical design of digital assessment tools, it remains insufficient for advanced use of Moodle s features in research and learning monitoring. This finding highlights the need for continuous improvement of the training program in order to better meet the specific expectations of instructors in these areas.

The transition to an academic career represents a critical stage in the professional development of young teaching staff, characterized by complex challenges that require specialized support and professional guidance. In the current context of higher education, marked by structural transformations and increasing pressures, mentoring must be viewed as a fundamental necessity for ensuring the success and retention of new members of the university teaching staff. The contemporary academic environment faces unprecedented challenges that particularly affect young teaching staff. Recent research highlights significant deficiencies in support systems for young teaching staff. Empirical studies consistently demonstrate the benefits of mentoring for academic career development. Meta-analyses show that mentoring can improve research productivity, enhance teaching effectiveness, and increase retention and recruitment of young university teaching staff. Investment in research and development of mentoring for young teaching staff has direct implications for the quality of the entire higher education system. Wellmentored teaching staff integrated into the academic community will be more efficient in all aspects of their professional activity: teaching, research, and community service. Research on mentoring young university teaching staff entering higher education represents not only a theoretical necessity but a practical urgency based on: the growing challenges of the contemporary academic environment, the clear benefits of mentoring on career success, and the current lack of models and programs adapted to contemporary realities.

The present study aims to highlight the importance of training and developing digital skills in the field of education. We believe that this aspect involves, on the one hand, training and educating the human resources in this regard (teachers, pupils, students, auxiliary teaching staff, trainers, experts in the field of education), but also providing the equipment, infrastructure and digital logistics. The use of information and communication technology in education has shed new light on the very notion of learning, supporting the possibility of achieving it through collaboration in the online environment. In well-designed online learning environments, students experience meaningful learning in an e-Learning community, where collaborative group activities are encouraged. With the emergence of the knowledge society and the theory known as connectivism, knowledge is transformed into a certain dynamic model of relationship, and learning into a continuous process of new connections as well as one of creating network patterns. Knowledge is increasingly a social act, distributed through networks. Global connectivity today facilitates new ways of social interaction and allows collaboration in virtual environments, making students the protagonists of common actions. We advocate for quality digital education. The future can only be imagined through the use of digital technologies, regardless of the level of activity we are referring to, the educational field included. It is a new world, in an accelerated dynamic, to which we all must adapt on the go. Together, teachers and students, we are, at the same time, witnesses and actors in building this future, founded on digital dimensions.

Training, regardless of its nature or audience, is designed to meet identified needs. Depending on the various moments of this training, the organizing institution carries out evaluations of different types. An evaluation of the entire session (or postsession) is conducted at the end of the training. The goal is to enhance the results obtained and address any difficulties encountered in order to improve any future sessions. In this study, we conducted an action research followed by a retrospective observation integrating the opinions of participants in a particular training course to evaluate it. Our objective is to show how it is possible to implement a training session evaluation model and adapt it to a specific case. The results we obtained show that post-session evaluation should constantly be among the tasks of any training institution aiming for effectiveness by periodically reviewing all components of the system (objectives, approaches and teaching materials, trainers).

In today’s interconnected and highly competitive global job market, proficient English communication skills have become a vital asset for students in vocational education and training (VET). This article explores the critical role of pragmatic English skills in improving the employability of VET students. It presents various researchers’ approaches and perspectives on pragmatic communicative skills, which served as the foundation for the development of the study on pragmatic English skills. The approaches to pragmatics emphasize that communication conveys meaning by highlighting the active and interactive nature of language, as well as the norms governing linguistic interaction. Pragmatic communicative skills refer to the ability to understand, produce, and adapt coherent and appropriate discourse according to social, intercultural, and professional contexts. Besides, the article highlights the crucial role of pragmatic English skills in Moldova’s ISCED 4 vocational education, emphasizing their importance for effective, context-sensitive communication in professional fields like tourism. It also discusses a study carried out to confirm the fact that VET students consider this skill essential for the development of their professional career and ensure their competitiveness on the labour market. Besides, the article outlines key strategies that effectively supported the development of students’ pragmatic English communication skills, specifically aimed at facilitating their entry into careers within the tourism sector. The results of the research confirm that students consider pragmatic English skills important in their professional careers, thereby enhancing their competitiveness in the labour market. Mastering pragmatic communication skills in English reflects a student’s ability, particularly in vocational education, to engage effectively in social interactions and pursue a professional career on a global scale.

This study aims to examine the extent to which student teachers’ didactic beliefs are reflected in their instructional strategies during the pedagogical practicum. The research seeks to determine how beliefs regarding the teaching process—whether student-centered or content-centered—influence the selection of didactic methodologies and the nature of interactions with pupils. Grounded in the premise that student teachers’ understanding and conceptualization of the teaching-learning process—namely, their beliefs and pedagogical orientations—represent a critical factor in the selection of effective instructional methods, the study addresses both theoretical considerations related to didactic beliefs as a key dimension of the educational process and empirical findings derived from an investigative approach. Specifically, the research focused on how students in teaching practice select and combine various categories of instructional methods in the context of teaching and learning activities. The central research questions guiding this inquiry were:To what extent do didactic beliefs influence the manner in which student teachers engage in pedagogical practice? How do these beliefs affect the organization of instructional activities and the choice and implementation of teaching-learning methods?In what ways do these beliefs shape interactions with pupils? The research findings indicate that the conceptual dimension—how student teachers perceive and relate to the act of teaching and learning, as well as to the roles of the teacher—significantly informs their selection and application of instructional methods and, consequently, impacts student learning outcomes. An optimal and balanced adaptation to diverse teaching scenarios is underpinned by a modern, student-centered pedagogical approach that emphasizes the development of intellectual and practical-applied competencies in learners.