This article aims to show the circumstances of the evaluation carried out remotely at the Algerian university during the period of confinement and even after the Covid-19 pandemic. The objective is to specify the criteria for a credible distance evaluation which judges the effectiveness of the teaching provided. To achieve this, we conducted a semi-structured interview with teachers from different Algerian universities and different disciplines. We adopted the quantitative/qualitative approach. Likewise, we focused on the characteristics (material and intellectual) drawn from Clark s work to be able to qualify the evaluation carried out remotely. We also developed the Stufflebeam CIPP model for analyzing the evaluation process. The results of our study show that teachers refer to different types of remote assessment. They can assess students through quiz-style exercises. They also involve students in online discussion forums. However, a quality remote assessment is achieved through the availability of technological means and coherent and structured work by the teacher.

In this article, we highlight the key tool called ChatGPT. In the era of artificial intelligence and the digitalization of education, the university teacher must innovate his teaching practices in front of the GPT Chat which is talked about too much. And this, to give its students quality teaching practices and adapt to the requirements of the software. As a result, getting started with the ChatGPT tool has a significant impact on the development of teachers digital skills. This allows them to take charge of their own teaching in terms of needs, commitment and professional rhythm. However, the ChatGPT tool is currently a sublimation and a rejection or even a commotion for the university teacher and the rest of the world. In the teaching sector the debate is divided between ethics and anethics, therefore, is the teacher able to detect plagiarism and similarity in the answers of his students? For the sake of academic integrity, teachers should find smart and rational learning assessment solutions to block all possibilities of plagiarism with ChatGPT. Our objective is to show how the evaluation of work in higher education is done under the effect of the ChatGPT challenge. The mobilization of quantitative and qualitative methods in our research will provide us with conclusive answers to the question of the new challenges of correcting student evaluations in the context of ChatGPT.

This research analyzes the students perception of teachers competencies and their roles in the educational activity. The study examines the issue starting from the theoretical and practical aspects offered by the specialized literature on this subject, based on the answers given by future teachers in the final year of their bachelor s degree about the characteristics of the 21st century teacher. The purpose of the research was to identify the main qualities of teachers (perceived by students), objectified in categories of professional competencies and roles. For this, we resorted to the content analysis (of some essays the students developed at the end of their first level of psychopedagogical training). The collection of the quantitative and qualitative results indicated a higher frequency of emotional and social competencies as well as that of the manager and counselor roles. The results showed that while some participants emphasized the educational support and others the role of socialization, most of them considered the emotional development to be first. Also, from the responses of the research participants, the critical areas that need to be developed in their professional training also emerge.

Repetition, at the heart of many discussions between education professionals, now appears useful to some, useless to others. He questions the organization of activities for some, he presents himself as an enemy to be defeated for others. But do not the consonants and dissonants that appear following the disputes, through papers, between pedagogues and sociologists of education disturb the tranquility necessary for the understanding of this phenomenon? The exploratory study presented below attempts, modestly, to highlight some elements beneficial to a new problematization of this particular phenomenon.

The university system in Cameroon is based on two main pillars of training: the classic faculty establishments and the higher school. Among them, the Higher Teacher Training College are the most prominent. Cameroon now has four types of these training college; the latest being the Higher Teacher Training College of Bertoua. History Department is one of the first in this institution. Its mission is to train future teachers of History and Geography for high schools and colleges in Cameroon, by providing them knowledge, know-how and life skills. This vocational training is based on a dual theoretical and practical skill. The purpose of this is to improve the integration of learners into general secondary education.

The aim of this study was to assess the attitudes of secondary school pupils in Kinshasa towards educational violence. In addition, it had the specific aim of studying the effects of sociodemographic variables on pupils attitudes to such violence. To this end, a scale of attitudes to educational violence was administered to a sample of 309 secondary school pupils from three Kinshasa schools (Institut Technique et Pédagogique Mokengeli, Complexe Scolaire Cardinal Mosengwo and Complexe Scolaire les Bâtisseurs). The results revealed that 278 pupils (89.9%) had been victims of educational violence during their school career. The results also revealed a trend towards the normalization of acts of physical violence. However, acts of verbal and psychological violence were not tolerated by the subjects surveyed. In the face of such acts, respondents resort to passive attitudes (sadness, resignation, indifference and a sense of injustice). Two of the five variables in the study influenced subjects attitudes to educational violence (school and experience of educational violence).

Kindness is a subject of study that is equally concerned with psychology, religion, philosophy, or pedagogy. Seen through the prism of the significantly different explanations and meanings associated with these sciences, the debate over its innate or acquired character and the research conducted on the benefits of practicing kindness, represent as many points of departure for our scientific approach, which seeks to identify the defining components of kindness, such as are they currently felt by young people in Romania. To achieve this objective, following an exploratory study, there were identified a series of attributes/behaviors of a good person, and organized in the form of a list of qualities, as they were detected after interviewing several 545 young people, students at several faculties of the University of Craiova. The conclusions regarding the possibility of acquiring these qualities through training, our vision regarding the referred subject as well as the openings to future interesting areas of exploration regarding kindness as a character trait, conclude this non-exhaustive material, which, however, aimed to reflect a current reality regarding the researched subject.

The Coronavirus flu is causing the mobilization of social science research institutions in Africa and leading to unprecedented maieutics. These institutions, in a coordinated way or not, are undertaking convergent reflections on the issues of SARSCoV-2. This pandemic leads scientific sects to reinvent themselves in order to answer to the why/how ? of this epi-pandemic, and to draw the necessary lessons. The burst stimulated by ultra-pessimistic studies on Africa, led to Brain Boom in social sciences. This result through a qualitative approach, contributes to building interdisciplinary bridges, areal studies and exchange platforms, around the issue of safeguarding humanity.

Inclusive education can be an effective policy reform to tackle educational underachievement and address societal and pedagogical exclusion. Inclusive education encompasses supporting individuals to experience a sense of belonging in the educational community; promotes the reduction of exclusion, discrimination, and learning barriers; and encourages the inclusion and transformation of culture, education policies, and school practices to respond equitably to the diversity of the student population. The present paper focuses on the views of secondary school teachers on the inclusion of students with intellectual disabilities. Twenty-five secondary school teachers participated in the study, and semi-structured interviews were conducted. The research results showed that our study s teachers were ambivalent about inclusive education for students with intellectual disabilities. Firstly, the manifestations of their learning or social exclusion are not rare since the Greek education sector with its facilities (material and technological resources, teachers education and training, information, etc.) is incapable of responding to their growing demands and, secondly, some educators and parents of typical students maintain a negative approach towards disabled students inclusion in the mainstream school system. It is imperative to develop a democratic education, an education for all which deconstructs the dominant norms of ableism and ablebodyism, supports the training and qualification of teachers and forms a culture of solidarity, mutual respect, and empathy for students with disabilities.

This article, part of the Didactics of Languages-Cultures, focuses on the analysis of the strategies adopted by French language teachers working in the Department of Letters and Foreign Languages at the University of TISSEMSILT - Algeria, and this, in order to identify their perceptions regarding the use of the intercultural approach in the classroom. To this end, we will resort to a field survey through the realization of semi-structured interviews followed by an analysis of classroom practices.

It s no truism to admit that many Central African refugee children don t go to school in a world where education, a fundamental right, is the basis of all development. Several hundred of these children are victims of under-schooling and other school wastage. When they are enrolled in Cameroonian schools in general, and in the commune of Mandjou in particular, they leave early, despite the enormous resources mobilized by public authorities and development partners. The truth is that MDG goal number 3, education for all by 2015, has not been achieved. The aim of this study is to take a systemic and critical approach to assessing the various measures and policies relating to the schooling of refugees in the Mandjou commune, in the East Cameroon region, in a context where inclusive education is intended to give the most vulnerable groups greater opportunities for integration. It concludes with a series of recommendations that could help the government and humanitarian organizations. To achieve this, a hypothetico-deductive approach was favored, based on the collection of data from various sources, in particular interviews with resource persons, followed by surveys.

The aim of this study was to establish the relationship between emotional intelligence and creativity in students at a number of secondary schools in the city of Kinshasa. Two instruments (riddle test and emotional intelligence rating scale) were administered to a non-probabilistic sample of 137 secondary school pupils from two Kinshasa schools (Groupe Scolaire du Mont-Amba and Institut Pédagogique et Technique Mokengeli). The results attested to the existence of strong emotional intellectual potential. On the other hand, the creative level of the subjects surveyed was low. Regression analysis confirmed the positive effect of emotional intelligence on the creativity of the students targeted in the study.

The high rate of depression among undergraduate students has raised deep concerns among counselors and medical practitioners. Thus, this study examined university student depression risk variables. Moderating factors were gender, age, level of study, and parental occupation status. Survey research was descriptive. This survey covered all 55,000 undergraduates at the University of Ilorin. The study included 420 undergraduates sampled using purposive, proportional, and simple random methods. The 1 study used the Risk Factors for Depression Questionnaire (RFDQ) to obtain data. Percentages were utilized for demographic data, while mean and rank-order were employed to answer the research question. The t-test and ANOVA were used to test the four null hypotheses at the 0.05 level. The data shows that academic family and psychological factors are the main risk factors for students depression. The study found no significant differences in depression risk factors among undergraduates by level of study or parent occupation status, although gender and age revealed a significant difference. Based on the findings, undergraduates should be encouraged to receive adequate medical checkups to ensure cognitive and physical health wellness, regardless of gender, age, level of study, or parental occupation status, to address depression concerns. Mental health counselors should teach in-school adolescents depression prevention and management skills.

The article describes the procedure for the development and validation of the author s questionnaire Features of the sexuality in adults 60+. It presents the results of methodological testing of a cohort of Russian-speaking Israeli adults 60 to 91 years old. To our knowledge, the proposed survey is the first psychometric tool that allows diagnosing the characteristics of the sexuality of older people such as stereotypes about sexuality, sexual behavior, sexual health, attitude towards the body, and also allows measuring the overall level of sexuality. Unlike previous clinical and sexology scales, this tool is not aimed at identifying problems in the sexual space of the elderly, but at identifying the specific features and characteristics of the sexuality of older adults. Studies that used this questionnaire indicate sufficient construct validity and high reliability for internal consistency (Cronbach s Alpha of 0.943). The content validity of the survey was confirmed using the expert review methodology, with Spearman s correlation coefficient between the first and second examinations of 0.975, which indicates the stability of the survey’s outcomes. The collected data suggested that the proposed questionnaire is a reliable diagnostic tool for both research purposes and for practical use by clinicians working with older adults (e.g.., psychologists, sexologists, social workers).

Education is an essential element in the development of a nation, as it is indispensable for the formation of men. It is in this sense that the general objective of this work was to identify the incidence of forced migration and refugee governance that could be at the origin of school wastage among refugee children enrolled in Cameroon in refugee camps and their surroundings. From the results obtained, we found that school wastage in refugee camps in Cameroon is due to a multitude of elements, mainly the living conditions in the camps, 30% of the subjects interviewed pointed to this as the main cause. 5% emphasized the infrastructure and schooling conditions (overcrowding, lack of school supplies, lack of facilities, etc.). Let us also note the existence of certain beliefs that are at the origin of gender-based discrimination; 30% of the parents interviewed believe that girls should not go to school and should stay at home to perform domestic tasks and prepare for marriage; 50% of the parents interviewed believe that it is not useful to send their children to school; 20% of the parents interviewed acknowledge that they have sent their children to school on the initiative of the NGOs. Our work has allowed us to describe and identify possible factors associated with the problem of migration and refugee governance in schools located in and around refugee camps.

Algeria is by excellence a multilingual country. Inherited from the colonial system and rooted in Algerian soil, French is explicitly omnipresent among all citizens. In school and university contexts, it is taught as a first foreign language. In this contribution, we try to see the linguistic representations towards French among students enrolled in the second year LMD in the French department at the University of Adar and to see their impact and the impact of the socio-family environment on the use of this language in formal and informal situations.

The objective of this study was to explore the direct and indirect predictors of burnout. Precisely, the purpose was to appreciate the effects of emotional dissonance on emotional exhaustion on the one hand and on the other hand to test the moderating role of coping strategies in this relationship. Data was collected from 114 Cameroonian workers, using an online questionnaire. Correlational, regression and moderation analyzes were performed. The results indicated significant correlations between the different variables of the study. Furthermore, emotional dissonance positively predicted emotional exhaustion. Furthermore, coping did not play a moderating role between emotional dissonance and emotional exhaustion. From there, it should be remembered that emotions occupy an important place at work and that it is necessary to know how to manage them in order to preserve the psychological health of workers.

This study is based on the hypothesis that using different learning models helps students gain school competencies. In this regard, several learning models were chosen, as there is no universally accepted and validated one that contributes to the formation and development of competencies, particularly procedural knowledge. The aim is to use learning models to address educational approaches, methodologies, and assessments. This will help align them with students needs and adapt to market demands by developing their skills in a creative way.