Self-Learning Practices and Perceptions among Algerian University Students in the Digital Era

Self-learning has emerged as a critical educational approach in response to rapid global transformations in knowledge production and technology. In Algerian universities, its importance has increased with the adoption of the LMD (licence–master–doctorate) system, the spread of digital platforms, and the urgent need to address employability challenges among graduates. Despite its recognised potential, the extent and effectiveness of self-learning practices among Algerian students remain underexplored. This study investigates the prevalence, tools, and perceived impact of self-learning in Algerian universities, as well as the institutional and personal factors influencing its adoption. Using a structured questionnaire distributed to ۱۲۰ students across various disciplines, this research examines (۱) students’ awareness and use of self-learning strategies, (۲) the role of technological and institutional support, and (۳) the relationship between self-learning and self-reported academic achievement. The conceptual framework treats self-learning practices as the independent variable, academic achievement as the dependent variable, and institutional/technological conditions as mediators. The findings reveal that while a majority of students engage in self-learning, their practices are often limited to specific subjects and rely heavily on online platforms. Reported benefits include increased motivation and perceived academic improvement; however, significant obstacles persist, including weak time management skills, limited guidance from lecturers, and inadequate digital infrastructure. The study concludes that for self-learning to be fully effective in the Algerian context, universities must integrate it into formal curricula, provide targeted skills training, and expand technological support.Self-learning has emerged as a critical educational approach in response to rapid global transformations in knowledge production and technology. In Algerian universities, its importance has increased with the adoption of the LMD (licence–master–doctorate) system, the spread of digital platforms, and the urgent need to address employability challenges among graduates. Despite its recognised potential, the extent and effectiveness of self-learning practices among Algerian students remain underexplored. This study investigates the prevalence, tools, and perceived impact of self-learning in Algerian universities, as well as the institutional and personal factors influencing its adoption. Using a structured questionnaire distributed to ۱۲۰ students across various disciplines, this research examines (۱) students’ awareness and use of self-learning strategies, (۲) the role of technological and institutional support, and (۳) the relationship between self-learning and self-reported academic achievement. The conceptual framework treats self-learning practices as the independent variable, academic achievement as the dependent variable, and institutional/technological conditions as mediators. The findings reveal that while a majority of students engage in self-learning, their practices are often limited to specific subjects and rely heavily on online platforms. Reported benefits include increased motivation and perceived academic improvement; however, significant obstacles persist, including weak time management skills, limited guidance from lecturers, and inadequate digital infrastructure. The study concludes that for self-learning to be fully effective in the Algerian context, universities must integrate it into formal curricula, provide targeted skills training, and expand technological support.

کلیدواژه ها:

self-learning ، academic achievement ، Algerian universities ، higher education ، LMD system ، autonomous learning.