Education governs both individuals and the civilizations they build, ensuring their continuity. At the heart of our social fabric, it holds vital importance by maintaining bonds among society's members, thus preventing ruptures and their amplification. This truth transcends languages, as the Arabic term "Adab," which carries the same meaning, signifies the interconnection between education and literature, underscoring their significance for culture. A person is genuinely educated only when they embrace the written word, imbibe its spirit, and persist on the path leading them to the city of humanity. This is the very essence of literature and language instruction, which, wisely, guides those who voluntarily embark on the journey of self-discovery within the heart of the written word.
In Algeria, just like elsewhere in the world, the power of the written word dictates its laws, and those who do not master it find themselves marginalized. This marginalization is even more pronounced among citizens facing language difficulties or managing linguistic disorders, especially during a pandemic, affecting the entire educational system.
The education system is currently facing significant challenges, ranging from the inclusion of dyslexic students to the impact of the COVID-19 pandemic on remote learning, and the necessity of promoting transcultural competence in an increasingly globalized world, all while evolving in a constantly changing educational environment.
This edition of the journal (in a double issue) reflects both the diversity and complexity of the challenges the Algerian education system is confronting. Contributions from local and international scholars gathered in this issue provide a thorough and relevant analysis of these challenges, exploring innovative solutions to overcome them.
The articles in this issue cover a wide range of topics, from identifying the needs of dyslexic students to the impact of the COVID-19 pandemic on remote education, as well as the promotion of transcultural competence in Algerian classrooms. These subjects illustrate the richness and diversity of educational concerns within the Arab and Algerian context.
As readers explore the pages of this special issue, they will discover innovative research, in-depth analyses, and stimulating ideas on how education is evolving in Algeria. They will also find food for thought regarding the future of teaching and learning in a rapidly changing world.
We extend our gratitude to all the authors, reviewers, and contributors who made the publication of this special issue possible. We hope that the articles presented here will inspire fruitful discussions and contribute to the continuous improvement of education in Algeria and beyond.
May this special issue be the starting point for new ideas, fruitful collaborations, and innovative solutions for the future of education in our region.