HomeAbstract of 8th-areconfThe Modern Teacher’s Identity in Algeria: Integrating Ethics, Professionalism, and Digital Literacy in Higher Teacher Training Schools (ENS)

The Modern Teacher’s Identity in Algeria: Integrating Ethics, Professionalism, and Digital Literacy in Higher Teacher Training Schools (ENS)

  • Mar 1, 2026
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Abstract Book of the 8th International Conference on Applied Research in Education

Year: 2026

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The Modern Teacher’s Identity in Algeria: Integrating Ethics, Professionalism, and Digital Literacy in Higher Teacher Training Schools (ENS)

Zernadji Chahira

ABSTRACT:

In the rapidly evolving landscape of 21st-century education, the role of the teacher has transcended traditional knowledge transmission. In Algeria, the Higher Teacher Training Schools (ENS) are at the forefront of shaping the next generation of educators. This paper explores the multidimensional identity of the modern teacher, focusing on the integration of four essential pillars: professional ethics, career readiness, social media engagement, and digital marketing principles within the pedagogical training of Arabic language pre-service teachers.
The study adopts a descriptive-analytical approach to examine how these modern concepts—often introduced through English for Specific Purposes (ESP) modules—enhance the professional profile of graduates. First, it addresses the “Ethics” of teaching as a foundation for academic integrity. Second, it aligns teacher training with the “World of Work,” emphasizing the soft skills required in contemporary Algerian classrooms. Furthermore, the research investigates the transition from traditional methods to “Digital Literacy,” where “Social Media” and “Digital Marketing” strategies are repurposed as educational tools to increase student engagement and promote the Arabic language in a globalized context.
The findings suggest that a holistic training approach, which balances linguistic heritage with modern digital and ethical competencies, is crucial for the success of ENS graduates. The paper concludes with practical recommendations for curriculum developers to further bridge the gap between theoretical linguistic studies and the practical demands of the modern educational market.

Keywords: ENS Algeria, Teacher Education, Professional Ethics, Digital Literacy, Arabic Language Pedagogy, Applied Research