تأثير التحول الرقمي على تطور سياسات التعليم عن بعد في الجزائر
This study highlights the reality of distance education policies in Algeria in terms of tracking their development, especially in light of the digital environment, which has imposed a series of challenges on higher education policies for the transition to digital education and the exploitation of advancements in information and communication technology. On the other hand, the study aims to understand the nature of digital transformation by addressing its technical, organizational, and cultural requirements and how it has affected patterns of distance education in Algeria, which is regarded as a public policy undergoing all phases of public policy planning from problem identification to programming in the political agenda to proposing multiple alternatives. The shift towards distance education policies in its developed form, digital education, is considered the alternative that maximizes benefits for public decision-makers. We ultimately conclude with an evaluation of Algeria's experience in distance education policies in the context of the digital environment, which we see as a relatively recent experience that began to emerge with the repercussions of the COVID-19 pandemic, and faces a set of challenges and difficulties related to the difficulties of integration and adaptation to the concept of virtual pedagogy for all parties in the educational process and its environment. It lacks technological infrastructure, in addition to being characterized by a low level of training for the parties involved in the educational process to deal with and interact with digital education. Moreover, it lacks psychological and social studies that establish a culture of digital education before its implementation. Additionally, providing the legislative requirements that organize the digital transformation smoothly in higher education is an urgent necessity to protect ideas and ensure information security. (Published abstract)