A digital academy to learn programming, artificial intelligence and IT filde
| dc.contributor.author | Houssam Eddine, Amroune | |
| dc.contributor.author | Supervisor: Samir, Akhrouf | |
| dc.date.accessioned | 2025-07-09T09:37:35Z | |
| dc.date.available | 2025-07-09T09:37:35Z | |
| dc.date.issued | 2025-06-15 | |
| dc.description.abstract | In this rapidly changing digital world, education systems across the globe have seen profound transformations, notably in response to the COVID-19 pandemic. The pandemic not only revealed the limitations of typical in-person educational experiences but also illuminated the bright light of scalable, inclusive innovation in digital learning. Against this backdrop, Algeria (like many other developing countries) faces enormous challenges when trying to provide modern IT education that fits the growing demand of an increasingly digital workforce, and the competitive demands of a global job market. This thesis proposes a systematic design for a digital academy focused on programming, artificial intelligence (AI), and information technology (IT), specifically in the Algerian context. The platform aims to develop a bridge between traditional education and the need for practical, accessible, and high-quality technical training, by offering a holistic educational ecosystem comprised of an advanced Learning Management System (LMS), interactive course content, real-time assessment, and community-based engagement, all presented in both Arabic and English. The research begins with the literature review that highlights digital learning platforms globally, in the Arab world, and in Algeria; and describes the implications of important strengths, weaknesses, and shortcomings to the online presence contents and their structure, user experience, pedagogical design, and potential improvements to align with the developing needs of labor markets. An analysis of the original platforms was conducted using qualitative and quantitative analyses which provided a detailed comparison of the existing educational systems in Algeria which are unstructured, offer little interactivity and are unsecured for financial transactions, as all educational offerings were relying on social media access links (Facebook, YouTube) or online learning materials (educational resources, references, documents). Informed by the analysis, a rigorous requirements analysis was then conducted, to develop a valid set of functional and non-functional requirements and specifications, while also adapting the recommendations to suit the sociotechnical particularities of the context of Algeria. These included access to limited infrastructure particularly in rural areas, linguistic and cultural diversity including the Arabic and Tamazight languages, and aligning curriculum design with the national strategy for digital transformation and a youth employment strategy. The platform and architecture represent good brief design choices to create the modular, scalable development model discussed in the literature review using the Waterfall development model. The unrestricted multi-featured LMS and the existing online transaction payment system; online and home care tutorials; progress boards and tracking functions; a variety of collaborative features, such as discussion forums, live chat, and the development of multiple types of course offerings in programming and artificial intelligence. Other issues such as access to the LMS; access to multilingual environments; access that is mobile compatible; and ensuring inclusivity and accessibility across a range of users were also resolved. Ultimately, this thesis advocates for a sustainable, locally relevant digital learning model that not only enhances technical education in Algeria but also supports national goals in economic development, digital sovereignty, and human capital formation. The proposed digital academy represents a foundational step towards a more connected, skilled, and VI digitally empowered Algerian society. Future work will focus on platform implementation, pilot testing with real users, and continuous improvement based on feedback and evolving technological trends. | |
| dc.identifier.other | 0009/ح.أ/2025 | |
| dc.identifier.uri | https://repository.univ-msila.dz/handle/123456789/46864 | |
| dc.language.iso | en | |
| dc.publisher | Mohamed Boudiaf University of M'sila | |
| dc.relation.ispartofseries | 0009/ح.أ/2025 | |
| dc.subject | digital education | |
| dc.subject | e-learning platform | |
| dc.subject | IT training | |
| dc.subject | programming | |
| dc.subject | Algeria | |
| dc.subject | requirements analysis | |
| dc.subject | digital transformation | |
| dc.subject | software architecture | |
| dc.title | A digital academy to learn programming, artificial intelligence and IT filde | |
| dc.type | Thesis |