In the early 2000s, Cameroon adopted a policy of early awakening of official bilingualism by instituting the simultaneous teaching of its two official languages, French and English, from primary school, with the objective of enabling each student to communicate fluently in the second official language. This article analyses the impact of that policy, notably in the francophone subsystem of education. The question is: after about fifteen years of English learning, from primary education to high school, can francophone students express themselves fluently in English in reallife situations? Based on a language test conducted at the University of Yaounde 1, this article argues that students appear more competent in handling English grammar theory than in adequately managing real-life communication situations. This discrepancy highlights the limitations of the descriptive approaches to language, which accompanied the early exposure to English. To address this, the article proposes to fully integrate functional and communicative approaches at all levels of the educational system, especially at the macro and meso scales.

Purpose: This study investigated the prevalence and predictors of demeaning behaviors among junior-ranking police officers in Oyo, a semi-urban Nigerian policing context. While policing literature often frames officers as perpetrators of aggression toward citizens, little attention has been given to toxic workplace dynamics within the force itself. Design/Methodology: A cross-sectional survey was conducted with 100 junior-ranking officers selected from six divisions under Oyo Area Command. Standardized scales measured demeaning behaviors, occupational stress, authoritarian leadership, perceived organizational injustice, and ethical leadership. Data were analyzed using descriptive statistics and multiple regression. Findings: Results revealed a high prevalence of demeaning behaviors, with 72% of officers reporting frequent experiences. Occupational stress (ß = .42, p < .001) and perceived organizational injustice (ß = .37, p < .001) significantly predicted demeaning behaviors. In contrast, authoritarian leadership (ß = .10, p = .270) and ethical leadership (ß = -.08, p = .344) were non-significant predictors. Practical Implications: The findings emphasize the urgent need for reforms in welfare, staffing ratios, and fairness mechanisms in the Nigerian Police Force. Addressing structural and organizational stressors is essential to reducing toxic peer interactions. Originality/Value: By shifting the focus from police as perpetrators toward internal workplace dynamics, this study fills a critical gap in organizational and policing scholarship. It demonstrates how stress and injustice, more than leadership style, explain the prevalence of demeaning behaviors in semi-urban Nigerian policing.

This paper explores the integration of the eco-cultural dimension into the teaching of French as a foreign language (FLE) in the Algerian university context. Drawing on a longitudinal action-research study conducted during the 2024/2025 academic year with thirty-two first-year undergraduate students at Kasdi Merbah University of Ouargla (UKMO), the study examines the pedagogical use of Isabelle Eberhardt s Au pays des sables within the Study of Literary Texts module (semesters 1 and 2). A mixed qualitative methodology combining classroom observation, analysis of sixty-four written productions, and a perception questionnaire was adopted. Results show a mean improvement of 26.4% in interpretative competence across all evaluated criteria, and 87% of students expressed a desire to continue this approach. These findings contribute to the development of an eco-cultural pedagogical framework applicable to other Francophone university contexts in the Maghreb region.

This study investigates the impact of structured digital mediation on writing skills and cultural engagement among learners of French as a Foreign Language (FLE) in Algerian middle schools. Grounded in the action-oriented approach and socioconstructivist theory, it examines the potential of information and communication technologies for education (ICT) within a collaborative pedagogical framework. A quasi-experimental design contrasted traditional instruction with a scenario based on the collaborative creation of an educational blog focused on Algerian cultural heritage. The methodology combined classroom observation, criteria-based analysis of learners’ written productions, and semi-structured interviews. Findings indicate a significant improvement in writing quality, increased learner engagement, and enhanced cultural awareness. The educational blog proved an effective mediation tool, supporting meaningful ICT integration in the FLE classroom.

The psychological development of adolescents is shaped by the dual nature of their position, their internal contradictions and emotional instability. Due to a lack of self-regulation skills, excessive impulsivity and a fear of rejection, adolescents often perceive emerging conflicts as a direct threat to their self-esteem. Combined with the spontaneity of interaction within various peer groups, this significantly increases the likelihood of conflictual behaviour and the risk of resorting to destructive strategies — aggression, avoidance of the problem, or suppression of one’s own needs. In this regard, the development of a conflict resolution culture in late adolescence takes on particular relevance and importance. This article presents an analysis of the psychological profiles of older adolescents depending on their level of development of a conflict-resolution culture. The study identifies qualitative differences in attitudes towards oneself and others, the level of personal conflict, and the behavioural strategies chosen in conflict situations. The results show that the level of conflict management culture acts as an important regulator of interpersonal interaction, emotional stability and self-esteem in adolescence.

This paper examines the assessment of writing skills at university in the generative artificial intelligence era from a pedagogical and ethical perspective, highlighting the challenges and issues that the rise of generative artificial intelligence poses for assessors. The aim of this article is to initiate a debate on AI and its impact on the assessment process and to present the possibilities for effective and fair assessment in the age of AI, which is designed to facilitate access to information and guarantee time savings, but which risks complicating the assessor’s task as much as it facilitates that of the writer. Our aim is to consolidate traditional evaluation tools, to support the reforms of the university system and to promote higher education and scientific research by reporting on the teaching practices of teachers and evaluators, and to ensure that they are kept up to date. How can we deal with fraud using artificial intelligence? How can students’ writing skills be assessed effectively and fairly in the age of AI? Finally, what alternatives to traditional assessment? What about the ethical dimension in this context?

Generative artificial intelligence is a game changer in higher education, offering students and faculty innovative tools for learning and content creation. Capable of generating text, images, and other media in response to user requests, GenAI has become a central topic of discussion due to its potential to enhance personalized learning experiences while raising important questions of ethics and academic integrity. Our study focuses on students enrolled at the Higher Institute of Information and Communication (ISIC) in Rabat. It aims to examine their relationship with GenAI in the academic sphere. The ISIC has shifted its focus toward training student journalists, based on digital literacy. Between the personalization of learning, algorithmic bias, misinformation, and academic dishonesty, understanding journalism students perceptions of generative AI, as well as its benefits and challenges, is essential for effective integration into their educational framework.

The study aims to address the issue of academic writing, from the perspective of raising awareness of its importance and identifying models of good practice. The investigation sought to highlight connections between the self-assessed level of academic writing skills and a better understanding of the writing process, compliance with formal requirements, including those related to writing ethics, and the proper use of bibliographic sources. The sample of subjects consisted of 50 first year master s students from the humanities and social sciences. The results obtained from the applied opinion questionnaire confirmed the established hypotheses, while also emphasizing the need for students to participate in academic writing courses.

Research has been considered as a continuous process among EFL practitioners for better knowledge stock about the field and performances. Consequently, teacher as a researcher in the secondary education is the core concern of this investigation. This journey aims at exploring teachers initiative to embark on research at the secondary education sector. This study is concerned with highlighting the present state of Continuous research process among teachers taking into consideration both opportunities offered by the Ministry of National Education and teacher’s initiative for research, via the lens of English as Foreign Language teachers career. The investigation targets problematic areas related to the aforementioned issues as; motivation, Detriments, research engagement and teachers perception of research in their fieldwork and interest. To attain this objective, the researchers opted for the use of a mixed-methods approach namely; delivering a questionnaire to twenty [20] teachers from three different secondary schools in Ain Merane district/Chlef. Then, the inspector of English at this district was also interviewed. Findings revealed a wide gap between the research perspective and its ongoing in the secondary education sector, due to detriments as; absence of support by the administration. Yet, teachers total absence in doing research is a consequence of time detriment. The need for a more responsive and inclusive room for a serious research framework is underscored by the current study. Ultimately, ensuring high-quality in the educational process and its adaptability to promoting landscapes in the sector of education can be realized through backing up teachers professional development.

This study analyzes the motivation of 92 Chinese language learners, divided between an introductory level group (L0) and a first-year undergraduate group (L1) at Inalco în France. No significant differences were found between the two levels regarding intrinsic motivation (IM) or amotivation (AM), but both groups exhibit high IM, driven by passion for the language and its future utility. In L1, students adopt a more pragmatic approach: over half now dedicate more than one hour daily to revision and place greater emphasis on exams. However, challenges persist, particularly in listening comprehension and with the fast-paced curriculum. These findings highlight a shift toward a more academic motivation in L1, suggesting avenues for further research.

The current study aims at investigating the relationship between foreign languages and tourism emphasizing the effect of English language proficiency on the tourism sector. The study uses a quantitative descriptive design to collect the data through a structured questionnaire designed for tourism agencies staff and tour guides in the province of El OUED. Additionally, it depends on reviewing previous studies on English for Tourism and tourism sectors in Algeria. The findings of the study reveal that English proficiency significantly influence southern Algeria s tourism sector by empowering communication for tourism employees, developing customer service, and gaining economic opportunities. Hence, mastering English plays an important role in promoting the tourism industry as a whole. The results focus on the urgent need to improve English language skills and promote positive communication between tourists and locals. It is also recommended incorporating English language proficiency within academic curricula through partnership with educational institutions.

Through an inquiry conducted within the lecture halls of the University of Abomey-Calavi, this study explores how students attempt to regulate their attention in the face of a constant digital flow. To this end, a qualitative approach was adopted to capture the meanings that 24 undergraduate and graduate students attribute to their everyday practices. The data drawn from an immersive methodology combining direct observation and in-depth semi-structured interviews highlight the real-time adjustments these students make during formal lectures. The findings reveal a marked ambivalence in digital use: smartphones and laptops function simultaneously as learning tools and frequent sources of distraction. This coexistence fragments attention and overloads working memory. Three distinct profiles of attentional regulation emerged: stable, intermittent, and absent. High-performing students employ active self-regulation strategies, such as disabling notifications, scheduling phone use, and consciously refocusing on the lecture. Conversely, weak regulation leads to attentional dispersion, cognitive fatigue, and superficial academic engagement. The study therefore emphasizes that academic autonomy depends less on access to digital technologies than on the capacity for attentional self-regulation. It concludes by underscoring the need to rethink the traditional lecture model through the integration of a pedagogy of attentional regulation adapted to hybrid learning environments.

Focusing on the practical placement at teacher training colleges, this study examines the effectiveness of this professional development program in the training of Algerian teachers of French as a foreign language, from the perspective of the supervising teachers. Semi-structured interviews with three tutors working at the teacher training college in Setif revealed that the pre-professional experience of the placement, despite its limited duration, shows a degree of effectiveness, given that trainees are introduced to the various teaching tasks to be carried out. However, reform is required to extend its duration and introduce a preparatory stage, thereby bridging the gap between theory and practice.

Suicide remains a distressing global public health concern, manifesting with particular complexity within the Algerian sociocultural context. Understanding this phenomenon necessitates an in-depth analysis, especially among middle and high school adolescents facing escalating academic pressures. This study employs a critical analytical approach, utilizing a qualitative theoretical review integrated with field observations from the Algerian educational landscape. This article explores the dynamic interplay between educational systemic stressors—notably examination-related anxiety and intense competition surrounding the Middle School Certificate (BEM) and Baccalaureate exams (BAC)—and the decline in adolescent mental health, which often precipitates suicidal ideation and behaviors. By analysing various theoretical frameworks in psychology, this study highlights the psychological processes through which academic pressure leads to feelings of despair and social withdrawal. Furthermore, it provides a comprehensive discussion of the role of protective factors, including psychological resilience and adaptive coping mechanism., in mitigating these adverse effects. The analysis emphasises that comprehending these complex dynamics is a prerequisite for formulating integrated preventive strategies that target both school and family environments. This necessitates a multidisciplinary collaboration between educational policymakers, clinical psychologists, and community stakeholders.

This article analyzes the possibilities of adaptability in children with autism with regard to the quality of the framework proposed to them. According to the diagnostic criteria (DSM 5, 2015), autism represents a complex group of neurodevelopmental conditions characterized by observable symptoms, such as certain difficulties in social communication and repetitive, stereotyped behaviors (DSM 5, 2015). Now, this child is able to have thoughts about what happens in the world. To have representations with which he can know the world. He would thus have a theory of mind (TOM) which would also allow him to construct reality. The question is thus to know how the professionals of education intervene in front of the child supposed to be with autism? The research is carried out from two scales with five cases of children with autism. The evaluation was done on the basis of the revised psycho-educational profile. The analysis of the results reveals a great disparity between the cases. Cases A and B were more successful in gross motor skills than in spontaneous imitation and remained stuck in stereotyped activities. Case C had difficulties in imitation and eye contact. Case D has only gross motor skills and does not imitate. Case E is cooperative, provides adequate sensory responses, although he suffers from echolalia.

Classroom incivility remains a persistent threat to effective teaching and learning in secondary schools, particularly in developing educational systems. This study investigated the path analytic relationships between teachers psychodemographic variables and classroom incivility among secondary school students in Ogun State, Nigeria. Anchored in Social Exchange Theory, the study adopted a survey research design and utilised structural equation modelling to examine direct, indirect, and total causal effects of teacher s gender, work experience, academic qualification, teaching efficacy, communicative behaviour, credibility, personality, classroom management, and emotional intelligence on classroom incivility. Participants comprised 450 teachers and 400 senior secondary school students selected through multi-stage sampling procedures. Findings revealed that teachers communicative behaviour, credibility, teaching efficacy, emotional intelligence, and work experience exerted significant negative effects on classroom incivility, while gender showed no significant influence. The validated path model demonstrated improved goodness-of-fit indices and accounted for a substantial proportion of variance in students’ uncivil behaviours. The study concludes that classroom incivility is largely shaped by teacher-related psycho-demographic factors and recommends targeted teacher training, emotional intelligence development, and evidence-based classroom management policies.

This article examines the development pathway of communicative competence (CC) in English through contextual instruction (CI). Drawing on Trevor Doyle’s learner-centred framework and the contextualization–decontextualizationrecontextualization (CDR) principle, the paper proposes a cyclical eight-stage framework comprising: student database, content with language focus, setting learning intentions, text and context selection, prior knowledge activation, learning strategy development, collaboration, and authentic assessment. Each stage is analysed in terms of its pedagogical implications and contribution to fostering autonomous, competent users of English in academic, professional, and global contexts. The Whole–Part–Whole model, the REACT strategy, and the Gradual Release of Responsibility model are integrated as core methodological tools supporting contextualised language learning. To enhance the practical relevance of the framework, the article also presents findings from a pilot quasi-experimental study, which provided preliminary evidence of the pathway’s effectiveness in supporting the development of students’ communicative competence in English.

The present study investigated the oral communication strategies (CSs) used by twelve Algerian First-Year Middle School (1MS) English as a Foreign Language (EFL) learners at Riabi Rabah Middle School, Khemis El Khechna, Boumerdes, Algeria, during the later part of the first semester. The participants, who had studied English for three years, answer seven semi-structured oral interview questions. Each interview was allocated up to ten minutes per pupil, audio-recorded, transcribed, and systematically coded and analyzed following the CS taxonomy proposed by Dörnyei and Scott (1997). The results demonstrated that pupils commonly use fillers and hesitation devices, followed by self-repair, message abandonment, codeswitching, and approximation. The findings indicated a higher reliance on direct, indirect, and then interactional CSs to maintain spoken interactions despite 1MS EFL learners’ communicative difficulties. In order to enhance learners confidence and oral performance, the findings suggested including CSs education, establishing a supportive learning environment, and further studies that investigate the use of CSs by Algerian EFL learners in large classrooms.

In an incredibly short period of time, artificial intelligence (AI) has gone from being simply a technology for the future to something that is now very much part of every day life for many language learners. This research explores how English Foreign learners integrate AI into the Listening and Speaking module and how they develop their oral communication skills during their first year at the Teacher Training College of Bouzareah in Algeria. The study seeks to determine which tools students have access to, which tools they prefer to use, and if there is a correlation between the students views and how the teachers reflect those views. In order to achieve its objectives, a mixed methods research was employed. A close-ended questionnaire was completed by 104 students and a structured observation checklist was applied by the researcher. Although the students are currently using AI to support their learning, they view AI as a positive tool that supports both listening and speaking. However, the institutional side of things is vastly underdeveloped. Observations of the classrooms indicated that while AI is sometimes used in formal instructional settings, it is not used consistently due to problems with the technology and the lack of a comprehensive teaching approach. Based upon the findings of this study, recommendations for closing the identified gap include providing AI training for teachers, investing in digital infrastructure and revising the oral

School principals play a central role in educational governance, yet their career trajectories remain largely unknown from a longitudinal perspective. This article argues for the necessity of systematically documenting these trajectories and critically examines available instruments and their transposability. Major international surveys (TALIS, NTPS) provide cross-sectional data that fail to capture the sequential and temporal structure of career paths. Studies based on administrative data offer rigorous results but remain inaccessible in most francophone contexts, including Quebec. Biographical instruments (the life history calendar [LHC] and the AGEVEN form) offer methodological potential, supported by Belli s theory of autobiographical memory (1998), but require substantial adaptation for online self-administration. Drawing on the life course perspective and Stevenson’s analytical framework (2006), this article specifies the conceptual and methodological foundations on which a biographical survey instrument adapted to the career trajectories of school principals should be built. Five design requirements are identified: complete temporal coverage from the first year of teaching, matrix structure with school-year granularity, explicit inclusion of nonlinear career states, complementary event-based data, and graphic adaptation for online self-administration. These requirements constitute the specifications for a new instrument currently being developed and pretested.

A first step in approaching gifted people is to identify them, and this aspect was the factor that led to the initiation of this study. The next step after a first identification is the specific knowledge itself to build a proper interaction. Such an approach was carried out through the analysis of our own experience in university education, in particular, in the psycho-pedagogical training for the teaching profession, an activity, in which we had the opportunity to meet adults who have obvious characteristics of high endowment in terms of intellectual capacities and learning performances. Essentially, our article includes four case studies that bring to the fore how giftedness manifests itself in adult students, with different study paths and life contexts. The data presented were corroborated with an overall analysis of the results of the academic activity of these people, as past or present results, necessary to establish which are the differentiated and appropriate teaching approaches. The learning behaviours characteristic of gifted people include in-depth treatment of tasks, reveal links among the invoked experiences, include personal reflections, work in variants and are oriented by long-term interests. The results obtained show that, through approaches favourable to selfknowledge, by stimulating group interaction, adult learners with giftedness can realistically appreciate their potential, give up perfectionism, convergent, constructivist channel their critical-creative interventions in academic learning.

The rapid adoption of Artificial Intelligence (AI) is globally marking a transformative shift in the English as a Foreign Language (EFL) educational landscape, providing opportunities for guided and increasingly simplified instruction that can improve the teaching and learning experience. Although the technological evolution of AI enhanced the EFL learning, its adoption is often considered uncritical. This deficiency hinders the development of students’ critical thinking skills, reinforces algorithmic bias, and promotes superficial cultural exchange, resulting in ethical and pedagogical gaps that undermine the primary goal of fostering global citizenship. The paper addresses the aforementioned gaps by proposing a novel Teacher Competency Framework (TCF) to critically integrate an Ethical/ Global Citizenship (E/GC) dimension into the existing dominant model of TPACK. The fundamental (E/GC) core redefines the model’s intersections into new critical constructs: ETCK, ETPK, and EPCK. To enact these competencies, the paper suggests a series of practical classroom tasks designed as a demonstration of the core’s utility. This framework is developed through a three stage conceptual synthesis that involved pedagogical gap identification, systematic selection of foundational pillars, and a mapping process to derive practical applications. The (TCF) provides an ethically grounded model for EFL practice within Higher Education EMI contexts to empower ethical architects of learning. The framework offers a practical roadmap for pre- and in-service teacher education, curriculum designers, and policymakers. Ultimately, the primary goal of the paper is to cultivate teachers who can foster critically aware global citizens in the AI era.

The present research paper aims to identify the place of theatrical discourse in training secondary school pre-service teacher trainees in Algeria. It will try first to examine the content of this training program and then analyze the perceptions of secondary school pre-service teacher trainees (PES). Our objective is to explore the contributions of this training and to check whether it really helps them to teach the theatrical discourse effectively in FFL (French as a Foreign Language) classes. To reach this objective, we used two investigative tools, namely the semi-directed interview with teachers of literature and the questionnaire filled in by pre-service teacher trainees in their final year of studies at the Teacher Training College of Bouzaréah (ENSB). Based on the data collected, this study attempts to propose pedagogical guidelines likely to enrich the teaching of theatre in university settings and to integrate thearitical practices into FLE courses.

This study is based on the premise that graduates of the 21st century must combine academic training with digital literacy. Communication and teamwork skills are formative and essential components of authentic learning. The purpose of this research is to identify the educational value of students’ creation of educational podcasts. A descriptive research strategy was adopted to better understand the formative value of podcast creation by students. Throughout one academic semester, students were required to design, edit, and present an educational podcast while collaborating to complete the task. To evaluate the podcasts, formative aspects related to the following competencies were analyzed: documentation and use of sources, cognitive and socio-emotional skills, collaboration, and technical skills. The results indicate that the use of podcasts as a pedagogical tool has significant educational value in student learning; therefore, their integration into teaching, learning, and assessment activities is recommended.

This study examines the implementation of Algeria s 2022 English curriculum reform in primary schools, drawing on language policy from below (Menken & García, 2010) and focusing on parents as active agents in the reform. It assesses parents attitudes toward early English instruction, their perceptions of simultaneous English-French learning, implementation challenges, use of private tutoring, and equity concerns. A convergent mixed-methods design was employed. Quantitative data were collected from 113 parents in Relizane, Algeria, and supported by written interviews with seven primary school English teachers. The study finds that while 98 % of parents support English instruction, 61 % believe learning English and French simultaneously is burdensome. The most frequently reported challenges were English-French interference (62 %), insufficient instructional hours (44 %), large class sizes (25 %), and lack of teaching materials (2 3%). Private tutoring was used by 34.5 % of families, driven by insufficient school hours, learning difficulties, pursuit of academic success, and poor teacher qualifications, with monthly costs ranging from less than 1000 DZD to 3000 DZD. Moreover, 69 % of parents believe private tutoring worsens educational inequality. Teacher interviews confirmed these challenges. The study concludes that the 2022 reform faces implementation gaps; without addressing curriculum overload and material shortages, the reform risks widening educational inequality. This study provides the first empirical data on parents perspectives from Relizane and offers insights for post-colonial contexts implementing early English education alongside competing colonial languages.

In a context where accountability policies increasingly require school principals to make data-driven decisions, statistical literacy (SL) has become a critical professional competency. This literature review examines how SL is conceptualized in education research and school administration. Drawing on a structured literature review protocol inspired by PRISMA, we analyzed 20 studies covering the period 1990–2026, selected for proposing or mobilizing an explicit definition of SL or data literacy (DL) for adult and professional populations. The analysis traces SL s development from a civic competency (Wallman, 1993) to a multidimensional professional construct combining cognitive, affective, and behavioral components (Gal, 2002; Friedrich et al., 2024). A persistent conceptual tension between SL and DL is identified and examined. The framework of Chick and Pierce (2013), specifically designed for the interpretation of school assessment data, highlights a systematic gap between perceived and actual SL among educational professionals. We propose an integrative operational definition of statistical literacy for school principals, conceived as a core component of their data literacy and of their capacity to exercise informed leadership within the Quebec results-based management framework.

The present study aims to investigate the issue of optimizing the partnership relationship school - family - community as a prerequisite for effective collaboration among all entities involved in this relationship. The general objective of the research is to analyze the collaborative dimensions of the three investigated components and to highlight the extent to which these relationships contribute to, or hinder, the individual’s preparation for successful school, family, and community integration. Sociocultural and educational events increasingly demonstrate the necessity of cooperation at all levels: familial, educational, community, regional, and global. Partnership-based and collaboration-based interactions are progressively oriented toward mutual understanding, interpersonal connection, and effective communication, becoming more open and focused on the meaningful use of human resources. In this context, we consider that, within contemporary society, education is no longer the exclusive responsibility of the school. In order to ensure the harmonious development of the child, close cooperation among school, family, and community — as well as other educational factors — is essential. These relationships and partnerships play a fundamental role in creating an educational climate favorable to learning and to the balanced development of students’ personalities.

The Algerian educational system is going through a modernisation phase marked by the introduction of English from the third year of primary school, alongside French and Arabic, the official language of instruction. This orientation reflects a political and institutional will to bring younger generations into a multilingual dynamic, in keeping with the demands of a globalised world. Yet this early triple linguistic exposure raises crucial questions at the cognitive, affective, and pedagogical levels. The article examines the effects of teaching two foreign languages simultaneously alongside the official language, and highlights the risks of cognitive overload, identity confusion, and difficulties in school adaptation. It questions the relevance of this strategy and proposes more gradual alternatives suited to the Algerian context, such as the delayed introduction of foreign languages or the adoption of pedagogical approaches that favour a smoother linguistic transition. The aim is to reconcile international openness with respect for pupils learning capacities, so as to build a sustainable and balanced educational model.

Perceived stress among university students represents a major issue in contemporary academic environments, with significant implications for educational performance and socio-emotional adjustment processes. In the context of increasing academic demands and difficulties in emotional self-regulation, reflective strategies emerge as relevant tools for reducing psychological strain and fostering adaptive coping mechanisms. The present study investigates the effectiveness of reflective journaling in reducing students’ perceived stress. The research employed a single-group experimental design with a pretest–posttest approach, on a sample of 60 students aged between 19 and 26 years. Perceived stress levels were assessed using the PSS10 Scale, while the intervention consisted of a guided reflective journaling activity conducted over a period of six months, focused on identifying stressful experiences, expressing emotions, and analyzing personal stress-management strategies. The anticipated results indicate a decrease in perceived stress levels among participants engaged in the reflective activity, as well as a positive perception of the usefulness of reflective journaling in the process of emotional self-regulation. The study highlights the relevance of reflective journaling as an accessible and effective psychopedagogical intervention in supporting students’ psychological well-being and promoting emotional adaptation to academic demands.