Algerian University Research Articles

Challenges Facing EFL Teachers/ Learners Associated With Online Teaching

The rapid and unexpected spread of the COVID-19 pandemic throughout the world without exception, and in Algeria in particular, has led to preventive measures at all levels social, economic and educational. The Ministry of Higher Education and Scientific Research encouraged the policy of social distancing for protective aims. Besides, the ministry urged all the universities to follow the distance education (online learning) to address the academic year curriculum. This research paper examines the challenges associated with online teaching in Algerian universities during the Coronavirus pandemic. A survey is administered to a sample of Algerian teachers and learners from various universities to evaluate their perceptions and attitudes towards online teaching/ learning experience, as to examine its effectiveness, flaws and suggests resolutions for distance learning even in post-pandemic.

Investigating the Relationship between University Environment and Female Student’s Entrepreneurial Thinking in Algeria

Investigating the Relationship between University Environment and Female Student’s Entrepreneurial Thinking in Algeria

Collaboration Between University and Industry in Algeria: Beyond Geographical Proximity. Case Study of University Research Laboratories in Algeria

Abstract Subject and purpose of work: This study explores the challenges and opportunities of collaboration between Algerian universities and industrial enterprises, emphasizing the influence of social and cognitive proximity on successful partnerships, irrespective of geographical proximity. Materials and methods : Utilizing qualitative methods, the study includes semi-structured interviews with 16 directors of university research laboratories across the nation. Its aim is to analyze whether cultural or cognitive disparities play a role in collaboration challenges. Results : The study revealed that cognitive proximity stands out as a pivotal factor, as shared or complementary skills and knowledge foster synergies, enhance mutual understanding, and facilitate effective communication. This, in turn, leads to successful research collaborations and tailored training initiatives aligned with market needs. Additionally, social and cultural proximity is highlighted as a significant element, simplifying exchanges and strengthening trust among stakeholders. The study underscores the importance of close social relationships in improving communication and facilitating the exchange of ideas, ultimately reinforcing collaborative efforts between universities and industry. This shows that geographical proximity is not truly a crucial element for successful collaboration. Conclusions : This study proposes several measures to enhance collaboration. It sets the groundwork for future investigations by exploring the perspectives of industrial stakeholders, thereby enriching the discourse on collaborative initiatives between academia and industry in Algeria.

English language policy in Algeria: Perspectives of university teachers and students

This study explores the implications of the current foreign language policy in Algeria by holding evidence from the Algerian government practices and the Algerians’ beliefs and views. The study also responds to the call of Maraf and Osam (2022a) to study neoliberalism as a possible outcome of the English wave in Algeria and considers further implications of linguistic imperialism as an additional outcome. To do so, the study follows a concurrent mixed methods research design that relies on the contribution of 200 Algerian university students who participated in a questionnaire (amongst 20 who participated in semi-structured interviews) who are affiliated with sixty-four Algerian universities, and 20 university teachers through semi-structured interviews. The study concludes that English is a tool leading to neoliberalism in Algeria and that English poses a threat of unnoticed linguistic imperialism that is already visible in the practices of certain youth groups. These conclusions are a roadmap for future problems similar to shadow education and language shift.

Exploring French language and culture instruction at an Algerian university: insights from L1 students’ perspectives

Nowadays, it is imperative to comprehend the relationship between intercultural communication and international representations of cultures and nations. This study focuses on exploring the representations that Junior Algerian students hold concerning the French language as well as culture, in order to apprehend students’ attitudes towards the language in question, identify pre-existing stereotypes, and eventually promote a more competent understanding of the culture associated with the language. Through surveys’ responses by 130 juniors at the University of Oum El Bouaghi who have undergone a year of training in French Civilization, researchers attempt to comprehend the impact of the programs followed on the potential reconfiguration of these representations and to identify the relationship of these future educators with the French language. The researchers adopt a descriptive-analytic approach to evaluate the effects of this on students’ conceptions and associated images, concerning the French culture as a whole. The responses exhibited less positive associations with France compared to the French language itself, revealing a positive shift in stereotypical images of French culture among university students. Adopting an intercultural dimension to investigate this underscores the need to prepare learners culturally as well as linguistically in order to effectively interact with different cultures.

Leadership styles of directors in eastern Algerian universities from the point of view of their employees

The aim of the current research is to identify the leadership styles of the directors of Algerian universities. For the sake of attaining this study’s objectives, the researcher has followed the descriptive approach .An intended sample of 234 employees has been chosen from Oum Elbaouaghi, Tebessa, Khanchela universities.Meanwhile, one survey has been developed .The leadership types’ survey, which is made up of 37 paragraphs, and spread over 3 domains: the democratic leadership type, the dictator leadership type, and the negligent leadership type. The surveys’ sincerity and steadiness have been extracted. Until the study’s result have been extracted, the descriptive statistics has been followed in extracting the repeats, the averages, and the standard deviations of the sample’s individuals’ answers. After the application on the sample’s individuals, the study has concluded with the following results: According to the employees’ perspective, the prevailing leadership type, within the Algerian universities, is the democratic leadership, then the dictator leadership, and then the negligent leadership respectively. The study also recommended conducting more descriptive studies related to leadership styles in university administration and its relationship to other variables and in a different environment, such as private universities in the future . Keywords: Leadership, style, democratic leadership, authoritarian leadership, chaotic leadership.

Toward Epistemological Development Across the Curriculum: The Effect of Embedded Epistemic Instruction

Abstract: The present study investigated enhancing undergraduates' epistemological beliefs by integrating epistemological insights into a regular university course using an immersion framework. It was conducted with second-year students in the Department of English Language and Cultures in an Algerian university. The 48-student group received a two-semester study skills course designed with built-in notions about the nature, construction, sources, and certainty of knowledge, along with the original course content. A 19-subject group received a traditional study skills course. Both samples' epistemological beliefs were measured using Baxter Magolda's epistemological reflection model before and after the treatment. A qualitative analysis of the data indicated a significantly greater increase in the sophistication of the treatment group's epistemological beliefs when compared to the control group. These results highlight the considerable potential that a curriculum design informed by personal epistemology research has to offer to all educational endeavors and, hence, to overall epistemological complexity in society. Recommendations are made for policymakers, instructional designers, and teachers.

The Effect of Social Media on Purchasing Behaviour Through E-Marketing: Empirical Study for Algerian University Students

The Effect of Social Media on Purchasing Behaviour Through E-Marketing: Empirical Study for Algerian University Students

The reality of online education at Tlemcen university during the Covid-19 Pandemic from the teachers' perspective

COVID-19 has impacted the educational field in so many ways and created many challenges for both learners and teachers. Consequently, Algerian universities have been compelled to switch to online education to cope with the current situation. Teachers started using a variety of strategies and also several platforms and tools like ICTs, tablets, smartphones, Zoom, Google Meet, Teams, and Moodle, among others. This study aimed to shed light on the experience of some teachers at Tlemcen University the study will deal with the most significant changes in education triggered by the pandemic that will affect education even after COVID-19. An online questionnaire was distributed to 36 teachers at Tlemcen University. Most teachers complained that they had to combine online and onsite courses (hybrid teaching) as it was tiring, time, and energy-consuming Keywords: online education, Covid 19, platforms, strategies, internet

Exploring Teachers’ Perceptions of Critical Thinking in English Language Classrooms in Higher Education: A Case of EFL Teachers

Language teachers are usually proficient in teaching language skills but may not always receive training in fostering critical thinking abilities that guide effective learning. Existing literature underscores the pivotal role of teacher behaviours in shaping students’ critical thinking development. However, educators can effectively incorporate critical thinking into their instructional methods only when they possess a clear conception of what critical thinking entails. This study aims to investigate the perceptions of critical thinking among Algerian university teachers and the strategies they employ to integrate critical thinking into their courses. A qualitative research approach was employed, involving structured interviews with Algerian English lecturers from various higher education institutions, including educators from the Higher Training Teacher’s College of Oran, the University of Mostaganem Abdelhamid Ibn Badis, and the University of Oran 2 Mohamed Ben Ahmed. A total of fifteen teachers participated in the interviews. The findings indicate that while a majority of teachers exhibit sound knowledge of critical thinking, they often lack the necessary support for its effective implementation, leading them to primarily focus on subject matter comprehension. Moreover, these educators encounter various challenges in teaching critical thinking and express the need for additional support in this aspect. Consequently, the study underscores the demand for tailored professional development programs aimed at integrating critical thinking into the English language curriculum, materials development, and pedagogical practices.

Assessment of Occupational Risks Associated with Chemical Reagents in the Hemobiology Laboratory of an Eastern Algerian University Hospital Center

The variety and diversity of chemicals handled in hospital laboratories make it imperative to conduct periodic risk assessments for enhanced protection of medical personnel and the implementation of an appropriate prevention policy. It is within this context that our study was conducted in the hemobiology laboratories of an eastern Algerian university hospital center. We employed a semi-quantitative assessment method tailored to the specificities of hospitals. An inventory of chemical agents was conducted using data collection sheets detailing the product names, quantities, and frequencies of use. Relying on information from the Safety Data Sheet (SDS) and associated pictograms.We characterized the hazards posed by these chemicals and prioritized their associated risks. The hemobiology laboratory staff use 49 chemical reagents, with 28% of them considered hazardous, demanding appropriate safety precautions. The study highlighted the significance of systemic and local cutaneous effects, such as sensitivity (94.6%). Ocular risk, with severe injuries, was caused by 33.3% of the reagents. Seventeen reagents could lead to respiratory systemic effects. Ten reagents posed a carcinogenic, mutagenic, and reprotoxic (CMR) risk, such as Chloroform, Formaldehyde, ADVIA Perox 1, ADVIA Perox 2, ADVIA Perox 3. This evaluation has highlighted the multiple health risks faced by the personnel in the hemobiology laboratory. It is imperative to establish a comprehensive strategy for managing occupational risks to ensure the long-term protection of the workers.

Exploring Language Learning Through Digital Storytelling in Algerian Higher Education: A Qualitative Post-Structuralist Study

In the landscape of Algerian higher education, where foreign language proficiency is increasingly viewed as a form of human capital, digital storytelling emerges as a pedagogical tool with promising yet complex implications. This qualitative study aims to explore the integration of digital storytelling into foreign language learning courses at Algerian universities, mainly 100 students at Mostaf Benboulaid, Batna 2 University through a post-structuralist lens. Drawing on in-depth interviews and observations, the research uncovers key themes such as heightened student engagement, critical thinking, and collaboration. Simultaneously, it highlights challenges including the digital divide, ethical concerns, and pedagogical resistance. The study corroborates the broader literature advocating for the utility of digital storytelling while adding unique insights from the Algerian context. The findings indicate the need for a nuanced approach in the implementation of digital storytelling techniques, as well as pave the way for future research to address gaps and challenges. This paper contributes to the growing discourse on the intersection of digital pedagogy, language learning, and cultural context, serving as a foundational work for further academic exploration.

Factors associated with COVID-19 vaccination among healthcare workers in an Algerian University Teaching Hospital: A cross-sectional study

BackgroundThe global COVID-19 pandemic has deeply impacted health systems, emphasizing the need for effective vaccination campaigns. However, vaccine hesitancy, particularly among healthcare workers, challenges achieving comprehensive immunization coverage. The primary objective of this study is to elucidate the factors influencing COVID-19 vaccine uptake among healthcare workers at an Algerian University Teaching Hospital. MethodsA cross-sectional survey was conducted at the University Teaching Hospital of Oran, Algeria, from February 17 to April 11, 2022. We investigated factors associated with COVID-19 vaccine uptake among 196 hospital staff members, including 98 physicians and 98 nurses. Factors independently associated with vaccination were identified using a multivariable logistic regression analysis, and adjusted odds ratios with 95% confidence intervals were provided. ResultsThe COVID-19 vaccination rate among HCWs was 32.1%. Several factors were significantly associated with COVID-19 vaccination in the multivariable analysis. These include the belief that even healthy individuals should be vaccinated against COVID-19 (aOR = 3.13; 95% CI: 1.13–8.63), the perception that comprehensive vaccination coverage against COVID-19 could support the healthcare system in future epidemics (aOR = 4.15; 95% CI: 1.68–10.23), endorsement of mandatory COVID-19 vaccination (aOR = 4.37; 95% CI: 1.42–13.45), and adherence to all recommended vaccines for HCWs or compliance with the recommended immunization schedules for their children (aOR = 4.75; 95% CI: 1.47–15.36). ConclusionThis study highlights key beliefs influencing COVID-19 vaccine uptake among healthcare workers, including the necessity of vaccinating healthy individuals, the perceived importance of comprehensive vaccination in supporting the healthcare system during future epidemics, agreement with mandatory vaccination policies, and adherence to recommended vaccine schedules.

The design and implementation of intelligent ubiquitous learning multi-agent context-aware system

Advances in technology in education have had a profound impact on Human-Computer Interaction. In this article, we explore how emerging technologies can make learning more affordable and accessible. This study aims to present a new approach to ubiquitous learning, which uses a multi-agent system to facilitate the learning process. To develop the multi-agent system, we used JADE-LEAP (Lightweight and Extensible Agent Platform). The application developed adapts several parameters according to the dynamic situation of the learner's contextual information. We used contextual technologies such as GPS sensors and 4G networks to obtain the dynamic situation. This application provides a set of functionalities that can be used by learners via devices anywhere and anytime and supports formal learning. Finally, to verify the usefulness of this application, we conducted a case study with different scenarios. Computer science students from various Algerian universities took part in the study. Keywords: Artificial intelligence; educational technologies; personalized education; smart learning; ubiquitous computing.

Psychometric Properties of the Perceived Collective Family Efficacy Scale in Algeria.

The Perceived Collective Family Efficacy Scale is a tool utilized to assess the effectiveness of a family as a functioning system. The scale has a single-factor structure with good validity and reliability. However, there is a shortage of psychometric evidence of the scale in an Arab context. This study aimed to assess the psychometric properties of the Perceived Collective Family Efficacy Scale among Algerian students. A cross-sectional study was conducted to recruit 300 students from Algerian universities. The students completed the 20-item Perceived Collective Family Efficacy Scale, Arabic version, to measure their beliefs regarding collective efficacy within families. Confirmatory factor analysis (CFA) and the Rasch model were employed to assess the psychometric properties and unidimensionality of the scale. Both CFA and Rasch findings supported the single-factor structure for the Perceived Collective Family Efficacy Scale. Specifically, the CFA indicated that the data aligned with a one-dimensional model. The Rasch analysis revealed favorable indicators of unidimensionality for the scale. Moreover, a thorough examination of the Principal Component Analysis of the Rasch residuals confirmed the existence of a single dimension, which is consistent with the original structure of the Perceived Collective Family Efficacy Scale. These findings provide scientific evidence for the validity and unidimensional nature of the Perceived Collective Family Efficacy Scale. Specifically, the satisfactory psychometric properties findings indicate that the Perceived Collective Family Efficacy Scale could be applied in an Arab context (i.e., in Algerian). The scale's unidimensional structure underscores its effectiveness in measuring beliefs in collective efficacy within families. These results enhance our understanding of family dynamics and provide a reliable measurement tool for assessing family efficacy in similar cultural contexts.

Practices, validity, and challenges of online formative assessment in Algerian higher education

Online assessment, whether formative or summative, appears to be a problematic issue for many English as a foreign language (EFL) university teachers. Formative assessment is crucial for improving the quality of teaching and learning. Therefore, it is highly significant to recognize the possible trends of online formative assessment offered in the Algerian university context. In this regard, this paper aims at exploring the online formative assessment practices of EFL university teachers including the type of formative assessment experienced, assessment and feedback techniques, and the validity of the assessment strategies employed virtually. It further seeks to identify the challenges faced in the process. To achieve this, a qualitative approach based on exploratory and descriptive research design was adopted. An online questionnaire was administered to 16 EFL teachers from 12 Algerian universities. The findings revealed that participants employ a variety of online formative assessment strategies for various purposes. The overall practices are, to a certain degree, valid. Keywords: English as a foreign language (EFL); formative assessment; online assessment; university teacher.

Revalidation of the Rosenberg Self-Esteem Scale in Algeria Using Network Analysis

The aim of the present study was to revalidate the Rosenberg Self-Esteem Scale using Network Analysis among Algerian university students. A cross-sectional dataset was collected from a sample of 1115 participants, including 738 females (66.2 %) and 377 males (33.8 %). Network Analysis was utilized to investigate the structure of the scale, identify the most influential items in measuring self-esteem, and compare the two networks between females and males. Results revealed a two-dimensional structure of the scale, with negative-worded items forming the first dimension and positive-worded items forming the second dimension. Item 8 was removed due to instability. Centrality indices were employed to identify the items that played a crucial role in enhancing an individual's self-esteem. The results indicated that items 3 and 10 held greater importance in the network for the entire participant group. The Network Comparison Test indicates no difference in Network Invariance between females' and males' networks. However, there is a difference in the global strength of the two networks. The comparison of their centrality indices reveals that items 3 and 10 continue to hold higher importance in the network for females. In contrast, for males, item 4 takes precedence over items 10 and 3. The findings provide evidence for the reliability and validity of the Rosenberg Self-Esteem Scale with nine items in measuring self-esteem among Algerian university students.

Women Architects in Practice: Opportunities and Challenges in Algeria

A significant imbalance exists between the number of female graduates from Algerian universities in different regions and registered women in the National Board of Accredited Architects. In this context, this paper examines the issue of the under-representation of accredited women architects in Algeria. The research employs an online survey as a methodology. Three hundred and one women architects were sent an online questionnaire. According to the survey, this discrepancy is attributable to the withdrawal of some women from the job market due to external factors and intrinsic constraints and the migration of another segment to other fields allied to architecture. Among the challenges facing women are the heavy duties of the architects, the stressful and time-consuming nature of their work, and the persistence of the male-dominance. However, besides the ever-narrowing gap between practicing male and female architects, other emerging factors in the field appear to have promising prospects for women. These include the gradual shift to remote work, flexible routines at local and global levels, and the flourishing of new innovative fields allied to architecture that favor women.

The Effect of Entrepreneurial Ideas and Skills on the Intentions of Algerian University Students to Launch New Start-Ups

In the fast-paced and ever-evolving world of entrepreneurship, start-ups have become synonymous with innovation and limitless potential. One of the significant channels used to encourage them is investing in the capabilities and ideas of visionary youths and university students who are considered society’s elite. However, despite the Algerian economy’s shift towards supporting entrepreneurship, especially among students, there is limited entrepreneurial activity overall, particularly in innovative start-ups, which has remained notably low. This indicates less inclination toward launching new start-ups among the students. Thus, the primary objective of this research is to examine the role of entrepreneurial ideas (EID) and entrepreneurial skills (ESK) in influencing the intention to launch new start-ups (ILNS) in Algeria. A cross-sectional research design was employed, involving the distribution of a pre-designed questionnaire among students registered in Algerian universities. Data collection was conducted across all the regions of Algeria, yielding a total of 297 valid responses. Data was analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) via Smart-PLS 4 software. The findings highlight significant correlations between EID, EKS, and ILNS. These outcomes furnish fresh insights into the significance of cultivating personal entrepreneurial competencies. Moreover, they shed light on the mechanisms for nurturing entrepreneurship and offer practical recommendations to bolster students’ capacities to launch new start-ups, thereby contributing to the local economy.

Writing university theses in scientific disciplines and the challenge of Arabization

During the period of its history, Arabic was unable to absorb the new terminology of science, art and knowledge. Its rich heritage of specialized works in medicine, pharmacy, mathematics and others is proof of this.
 Today, the sons of Arabia are fascinated in other languages that they believe are more suited to scientific progress and cultural development, and believe that their language is a poetic language only. In fact, the problem lies not in the Arabic language but in its exclusion from the fields of science, especially in the fields of scientific research. Theses in our Algerian universities (and Arabic in general) are mostly accomplished in languages other than Arabic. this is. We will endeavor to highlight models that reflect the orientation towards writing academic transcripts in scientific disciplines in Arabic. We will start from the problem: Can the Arabic language be a language of specialization and reflect the ideas of university students in scientific disciplines ?