Education Strategies in Algeria: Between Critical Theories and Artificial Intelligence Mechanisms A Critical Study

Abstract

This study aims to identify the immense potential of e-learning, which has transformed the dynamics of knowledge and generated sweeping network-based currents that humanity has struggled to counter, particularly those related to pedagogical aspects and teaching methods that have exhausted their effectiveness due to a flawed philosophy of experimentation, excessive stereotypical approaches, and rigid improvisation. Specialists have devoted themselves to technological mechanisms—programs and applications through which numerous innovations interact, such as artificial intelligence, the metaverse, visual storage, and other media—offering creative spaces for educational stakeholders. This research paper seeks to answer several questions, chief among them: What is the reality of digital education? Have we been able to keep pace with technological education through strategies that enable us to activate our curricula and computerize our course materials? Or is the matter merely a series of bubbles stemming from fleeting enthusiasm? We have reached several conclusions, most notably that e-learning saves time and effort, accommodates individual differences, and contributes to the diversification of teaching methods and the flexibility of communication channels.