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All Journal Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS)
Aboura, Bouchra
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Teaching and Learning in the Age of Artificial Intelligence: Towards an Integrated Approach to Digital Literacy in Algerian Higher Education Aboura, Bouchra
Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS) Vol. 2 No. 1 (2025): Interdisciplinary Approaches to Language, Literature and Linguistics in Digital
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/iconels.v2i1.94

Abstract

In recent years, Algerian universities have faced a new challenge: adapting to the rapid rise of artificial intelligence while still closing long-standing digital gaps. This contribution looks at how digital literacy is evolving in higher education through national strategies, local policies, and direct engagement with faculty members. Based on policy texts, institutional reports, and hands-on experience supporting faculty development, it sheds light on the gap between national ambitions and the everyday realities encountered by teachers and students. While new platforms and tools are being deployed, key challenges remain: limited infrastructure, lack of training, and the uncritical use of AI tools in learning environments. Rather than treating digital transformation as a purely technical shift, this paper argues for a broader, more grounded approach, one that includes training, ethical reflection, and adaptation to each academic discipline. A practical roadmap is proposed to help institutions move forward: start with training, provide clear frameworks, and adapt strategies to local needs and contexts. At its core, this reflection suggests that meaningful change in education doesn’t begin with tools, but with people. Supporting teachers and students in thoughtful, inclusive ways is essential if AI is to serve learning, rather than replace it.
DIAGNOSTIC ASSESSMENT AS AN EQUITY-ORIENTED PRACTICE: FICTION-BASED DEEP LEARNING FOR CULTURALLY AND SOCIALLY DIVERSE ELEMENTARY SCHOOL LEARNERS Sujinah, Sujinah; Rachmawati, Dian Karina; Jatmiko, Henry Trias Puguh; Aulia, Alvenita Putri; Ramdhani, Mahesa Ishak; Aboura, Bouchra
Jurnal Gramatika Vol 12, No 1 (2026): Spring Issue (April-September)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2026.v12i1.10641

Abstract

In classrooms characterized by cultural and social diversity, diagnostic assessment is essential for determining students' academic preparedness and influencing how learners' identities are acknowledged or overlooked in educational decision-making. This research investigates cognitive and non-cognitive diagnostic assessment as practices aimed at equity within fiction-based deep learning, rooted in culturally responsive teaching (CRT) at the elementary school level. Employing a sequential mixed-methods approach, the study included validation of the assessment tool by experts and teachers, followed by pilot testing with 25 fifth-grade students from diverse cultural backgrounds. The cognitive assessment focused on understanding fictional texts, while the non-cognitive assessment examined students' learning preferences to gain insights into differences in affective and engagement aspects. The findings indicate significant differences in students' cognitive profiles and non-cognitive inclinations, highlighting the dangers of standardized instruction that disregards cultural differences, experiences, and identities. By incorporating culturally relevant fictional texts, diagnostic tools can more accurately reflect students' meaning-making processes, especially for those whose cultural experiences are often underrepresented in standardized assessments. However, the results also highlight the limitations of the instruments in eliciting high-level, critical responses, suggesting a need for more open and reflective assessment formats. This study adds to the research on culturally responsive assessment by redefining diagnostic testing as a pedagogical tool for inclusion rather than mere categorization. It offers practical implications for creating fiction-based immersive learning experiences that affirm students' identities, support differentiated instruction, and reduce the marginalization of culturally minoritized students. Future research should build on this work by using longitudinal and participatory methods that emphasize students' voices and sociocultural context.
Co-Authors Aulia, Alvenita Putri JATMIKO, HENRY TRIAS PUGUH RACHMAWATI, DIAN KARINA Ramdhani, Mahesa Ishak Sujinah Sujinah