تحديات المدرسة في القرن الواحد والعشرين.

Abstract

There is a dialectical and interactive relationship between the education system and intellectual and social transformations in the context of the digital revolution and the knowledge economy during the 21st century. This academic article examines the radical pedagogical shift in education, which has moved from a rote-learning and memorisation-based model to a competency-based approach and the development of soft skills, alongside a change in the teacher’s role to that of a guide and facilitator, and the adoption of flexible teaching methods (such as distance learning and the flipped classroom) that take into account multiple intelligences and individual differences. On a social level, education emerges as a lever for positive social mobility (a ladder for advancement and a means of cultural change) and the achievement of equity and equal opportunities. The article also highlights a contemporary challenge : the crisis of values and the behavioural gap resulting from materialism and digital disruption, where values remain theoretical without translating into tangible behaviour. To overcome this limitation and build a more attractive and effective school system, it is essential to modernise the curriculum by adopting an approach that integrates values into all subjects (either through specific subjects or in a cross-curricular manner), to eliminate stereotypes from the syllabus (regarding women and people with disabilities), and to frame this within a set of guidelines that ensure values are translated into classroom and procedural practices.