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Browsing International by Subject "Arab child"

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    الأفلام الكرتونية والتنشئة اللغوية للطفل العربي بين المرجعيات التربوية وتحديات المديا الرقمية –قراءة في نماذج مختارة
    (جامعة باتنة 1, 2025-06-01) سعاد عباسي
    Cartoon films represent one of the most prominent media forms that contribute to shaping the awareness of the Arab child and fostering proper linguistic development. Due to their visual, narrative, and even entertaining appeal, they are capable of deeply influencing a child’s behavior, values, and language skills. With the rapid technological advancement, the Arab child is now exposed to a large number of imported cartoon productions that carry cultural and educational references different from his local environment, raising questions about the extent to which these contents align with the desired educational goals. Undoubtedly, the clear disparity between the linguistic and cultural content presented in many of these films and the linguistic and value-based specificities of Arab society calls for a critical approach that balances the requirements of modernity with the necessities of cultural and linguistic identity. Accordingly, this study attempts to understand the relationship between watching and following cartoon films and the linguistic development of the Arab child, by examining the consistency of their content and ideological and linguistic load with 2 Arab educational references, and exploring the challenges posed by globalized media in this context.
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    التربية العربية بين الأصالة والمعاصرة: دور المرجعية الدينية في تنشئة الطفل في ظل التحول الرقمي
    (جامعة باتنة 1, 2025-06-01) أحمد أمدّا ح
    Digital transformation represents one of the most significant contemporary challenges facing educational systems, due to the profound shifts it has caused in knowledge sources, learning media, and patterns of cultural and social interaction. This challenge becomes particularly acute within Arab educational contexts, where societies are grounded in deeply rooted religious and moral frameworks that serve as the foundation for shaping children's identity and moral upbringing. This paper aims to analyze the role of religious and moral reference in preserving the educational identity of the Arab child amid the growing exposure to digital media and its associated cognitive and behavioral effects. The research is driven by a central question: How can religious reference contribute to adapting Arab education to the demands of the digital age without compromising authentic values? To address this question, the study adopts a descriptive-analytical approach by surveying educational literature, analyzing the Arab educational reality, and interpreting the impact of digital transformations on this context. The findings reveal the necessity of activating religious reference in shaping the value system of the Arab child, despite the challenges posed by the open digital environment. The results further highlight the need to restructure educational practices in ways that allow for the integration of technology while remaining aligned with cultural and moral specificities. The study recommends the development of digital educational policies grounded in religious reference, the enhancement of family and educational awareness, and the creation of targeted digital content that reinforces identity and ethical values within an interactive educational framework.
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    " التربية العربية بين الأصالة والمعاصرة: دور المرجعية الدينية في تنشئة الطفل في ظل التحول الرقمي
    (جامعة باتنة 1, 2025-06-01) أحمد أمدّاح
    Digital transformation represents one of the most significant contemporary challenges facing educational systems, due to the profound shifts it has caused in knowledge sources, learning media, and patterns of cultural and social interaction. This challenge becomes particularly acute within Arab educational contexts, where societies are grounded in deeply rooted religious and moral frameworks that serve as the foundation for shaping children's identity and moral upbringing. This paper aims to analyze the role of religious and moral reference in preserving the educational identity of the Arab child amid the growing exposure to digital media and its associated cognitive and behavioral effects. The research is driven by a central question: How can religious reference contribute to adapting Arab education to the demands of the digital age without compromising authentic values? To address this question, the study adopts a descriptive-analytical approach by surveying educational literature, analyzing the Arab educational reality, and interpreting the impact 2 of digital transformations on this context. The findings reveal the necessity of activating religious reference in shaping the value system of the Arab child, despite the challenges posed by the open digital environment. The results further highlight the need to restructure educational practices in ways that allow for the integration of technology while remaining aligned with cultural and moral specificities. The study recommends the development of digital educational policies grounded in religious reference, the enhancement of family and educational awareness, and the creation of targeted digital content that reinforces identity and ethical values within an interactive educational framework.
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    الطفل العربي في عصر الميديا الرقمية: تحديات الو اقع وإمكانيات المسرح كمنصة لبناء القيم التربوية والاجتماعية و آفاق المستقبل
    (جامعة باتنة 1, 2025-06-01) حسني حمرة
    Amidst the rapid digital revolution sweeping the globe, the Arab child now faces a complex reality where technological allure intertwines with cultural and educational challenges. While digital media offers opportunities for learning and connectivity, it simultaneously harbors risks that threaten social identity and values, reshaping generational consciousness outside the Arab cultural context. This study’s central problem lies in addressing how to balance the negative impacts of digital media on Arab children and leverage theater as an alternative platform to reinforce educational and social values, fostering a generation capable of adapting to modern demands without compromising its cultural identity. This research delves into the dialectical relationship between Arab children and digital media, emphasizing theater’s role in providing educational solutions rooted in direct human interaction—countering virtual worlds that erode critical thinking and effective social communication. The study pursues two intertwined objectives: first, diagnosing the psychological, social, and ethical challenges posed by digital media to Arab children; and second, exploring mechanisms to employ theater as a tool for mitigating these challenges by enhancing community values and cognitive creativity. The study’s significance stems from its attempt to bridge a research gap in Arabic literature, which seldom integrates digital media’s impacts with theater’s potential in a unified framework. It also highlights practical relevance by proposing actionable strategies, drawing on successful initiatives—such as Qatar’s use of theater to reinforce national identity—while suggesting methods to integrate technology into theatrical performances to engage digital-native audiences.
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    الهوية القيمية للطفل العربي في عصر الرقمنة: قراءة في تحديات التنشئة التربوية
    (جامعة باتنة 1, 2025-06-01) زينة ألبوش; عليمة لمطيش
    Arab societies today are experiencing rapid digital transformations, which have directly affected the patterns of socialization and imposed unprecedented challenges on building the identity of the Arab child, especially in its value and religious dimension .The proposal is based on a conceptual framing of the concept of value identity, as a complex structure in which religious, cultural and social reference interacts, while evoking the impact of technological transformations in reshaping or threatening this identity. The intervention sheds light on the manifestations of the educational challenge facing actors in the field of upbringing (family, school, media), in light of the increasing dominance of digital content with foreign references, and the decline in the role of traditional institutions in value control .The paper proposes a set of theoretical visions to rebalance education in the era of digitization, by promoting digital value education, integrating critical thinking skills into curricula, and building an integrated alliance between the family, the educational institution and the media. It is an invitation to rethink the value education of the Arab child in order to ensure his openness to the digital world without compromising his cultural and religious roots.