{"id":2307,"date":"2024-09-30T09:00:00","date_gmt":"2024-09-30T09:00:00","guid":{"rendered":"https:\/\/atras-univ-saida.dz\/en\/?p=2307"},"modified":"2025-01-30T18:38:14","modified_gmt":"2025-01-30T18:38:14","slug":"transforming-primary-school-education-in-algeria-through-artificial-intelligence-enhancing-personalized-learning-and-addressing-challenges","status":"publish","type":"post","link":"https:\/\/atras-univ-saida.dz\/en\/?p=2307","title":{"rendered":"Article 14 Issue 03 Vol 5 September 2024"},"content":{"rendered":"\n

Transforming Primary School Education in Algeria through Artificial Intelligence: <\/strong>
Enhancing Personalized Learning and Addressing Challenges<\/strong><\/h1><\/div><\/div>\n\n\n\n



Mr. Choayb DJOUIBA
<\/strong>PhD Student, ERIAC Laboratory, Doctoral School of
Humanity ED558,
University of Rouen in Normandy, FRANCE.
choayb.djouiba@univ-rouen.fr
0009-0009-2187-8764<\/p><\/div><\/div>\n\n\n\n

Abstract<\/strong><\/p><\/div><\/div>\n\n\n\n

This article examines how artificial intelligence is transforming primary school education in Algeria, particularly in enhancing individualized learning. The rapid advancement of information technology underscores the necessity of integrating AI into educational institutions. The study employs an informative approach, utilizing outcomes from previous studies to gather data. The findings indicate that AI improves student engagement and streamlines administrative tasks, allowing educators to concentrate on instruction. Additionally, AI tools foster student involvement by catering to diverse learning styles and providing valuable insights for informed decision-making in curriculum design and resource allocation. While AI offers advantages such as personalized learning and increased motivation, challenges like biases, privacy concerns, and the need for reliable data must be addressed. Ensuring ethical AI use is crucial for maintaining trust. To fully harness AI’s potential, ongoing professional development for educators is essential, focusing on effective tool utilization and data interpretation. Ultimately, the article advocates for a more inclusive learning environment that meets the varied needs of all students, preparing them for a technology-driven future.<\/p><\/div><\/div>\n\n\n\n

Keywords:<\/strong> Artificial Intelligence, educational institutions, individualized learning, Professional Development, Students\u2019 motivation<\/p><\/div><\/div>\n\n\n

\n
\"\"<\/a><\/figure>\n<\/div>\n\n\n

DOI:<\/strong>
https:\/\/doi.org\/10.70091\/atras\/AI.14<\/strong><\/h1><\/div><\/div>\n\n\n\n

How to Cite this Paper :<\/strong><\/strong> <\/p><\/div><\/div>\n\n\n\n

Djouiba, C. (2024). Transforming Primary School Education in Algeria through Artificial Intelligence: Enhancing Personalized Learning and Addressing Challenges. Atras Journal<\/em>, 5<\/em>(Special Issue), 226-235.<\/p><\/div><\/div>\n\n\n\n

References<\/strong>:<\/p><\/div><\/div>\n\n\n\n

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Copyright for all articles published in ATRAS <\/strong>belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles. ATRAS <\/strong>publishes accepted papers under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License. Authors submitting papers for publication in ATRAS <\/strong>agree to apply the CC BY-NC 4.0 license to their work. For non-commercial purposes, anyone may copy, redistribute material, remix, transform, and construct material in any media or format, provided that the terms of the license are observed and the original source is properly cited.<\/p><\/div><\/div>\n\n\n\n

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