The article examines the current state of inclusive education for disabled children in Algeria, focusing on challenges and practical realities in the Wilaya of Ouargla, and discusses strategies for improving integration in schools.
Faced with the challenges posed by globalization and the imperative to modernize the higher education system, Algeria has decided to implement a significant reform adopting English as the primary language of instruction starting from the 2025-2026 academic year. This initiative mainly concerns scientific and medical fields, where mastery of English has become essential to integrate into the international academic and scientific community. This article provides a detailed analysis of the training and support mechanisms established to enable Algerian university teachers to effectively adapt to this major linguistic change. It highlights the main obstacles encountered, such as varying English proficiency among teachers, the need for appropriate teaching resources, and issues related to teaching quality. Finally, it explores the perspectives on the reform's evolution (Mehrez, 2024; Hamane, 2023), emphasizing the importance of continuous support and gradual adaptation to ensure a successful transition to a more competitive higher education anchored in international dynamics.
It gathers research papers, practical case studies, invited conferences, and roundtables on the use of digital technologies in higher education and industry.