Student University and Mechanisms for the Success of Academic Teaching in Light of the Requirements of the Fourth Generation University Project (4.0) in Algeria

Abstract

This study aimed to examine the nature of the relationship between the requirements of the Fourth Generation University and the mechanisms for the success of university teaching and the university student within the Algerian academic environment. This was achieved through the construction of a structural model explaining the direct and indirect effects among these variables. The study adopted the Structural Equation Modeling (SEM) approach using Amos software, based on data collected through a questionnaire designed for this purpose and distributed to a sample of university faculty members in Algerian universities consisting of (167) male and female professors. The research instrument satisfied the required validity and reliability criteria necessary to achieve the objectives of the study.

The results of the study revealed a direct and positive effect of the requirements of the Fourth Generation University on the mechanisms of successful university teaching. The findings also indicated a direct effect of the mechanisms of successful university teaching on the university student. Furthermore, the study demonstrated an indirect effect of the requirements of the Fourth Generation University on the university student through the mediating variable represented by the mechanisms of successful university teaching, which confirms the central role of university teaching in transmitting the effects of the transformation toward the Fourth Generation University to the student.

These findings highlight that the success of the Fourth Generation University project is not solely associated with the provision of organizational, technological, and cognitive requirements, but also largely depends on the university’s capacity to develop teaching mechanisms aligned with the demands of the digital environment and the knowledge economy. This, in turn, contributes positively to enhancing the psychological readiness, pedagogical preparedness, and self-efficacy of the university student.