THE REALITY OF IMPLEMENTING PROBLEM-SOLVING PEDAGOGY IN ARABIC LANGUAGE EDUCATION AT THE MIDDLE SCHOOL LEVEL IN ALGERIA

Authors

  • Mebarka Guemgam Department of Arabic Language and Literature, Faculty of Arts and Languages, Specialty: Language Didactics, Yahia Fares University, Algeria Author

DOI:

https://doi.org/10.63318/

Keywords:

Problem, Solving Pedagogym, Arabic Language Education , Implementation, Reality, Problem-Situation

Abstract

This study investigates the implementation of problem-solving pedagogy within the context of Arabic language instruction at Algerian middle schools. Predicated on the significant role that competency-based approaches hold in contemporary educational paradigms, this study employs a descriptive survey methodology tailored to the intricacies of educational research. To this end, a questionnaire was deployed among a cohort of Arabic language educators serving in Algeria's public middle schools.         

    Findings indicate that the actual application of problem-solving pedagogy within Arabic language education remains markedly limited. This gap suggests a lack of alignment between the curricular design and its real-world instructional practices, highlighting the need for studies and reassessment.

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Published

2025-12-15

Issue

الاعداد الخاصة

Section

البحوث المنشورة في العدد

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Guemgam, M. . . . . . (2025). THE REALITY OF IMPLEMENTING PROBLEM-SOLVING PEDAGOGY IN ARABIC LANGUAGE EDUCATION AT THE MIDDLE SCHOOL LEVEL IN ALGERIA. Wadi Alshatti University Journal of Human Sciences , 143-154. https://doi.org/10.63318/