This article is part of a didactic approach aimed at shedding light on issues related to textual coherence and cohesion by examining the written works of students in the context of French language teaching in Morocco. The primary objective is to propose new pedagogical approaches that could improve students' writing skills. To achieve this goal, a series of practical and thoughtful activities is recommended, aiming to deepen the understanding of underlying linguistic mechanisms and to promote more effective and efficient written communication.

The article discusses the teaching of citizenship in literature in language classes through ICT (Information and Communication Technologies for Education). This work is set in a context where teaching civic values is essential in the educational journey of Moroccan learners, focusing on themes within complete works that highlight citizenship. Students are encouraged to engage in critical reflection and develop a deeper understanding of moral dilemmas and societal issues when analyzing a literary text. Teachers in a Moroccan context are tasked with addressing themes from works related to identity, conflicts, and national, universal, and cultural transformations, analyzing characters and situations presented in the narratives of these works.The use of ICT tools has become crucial for this new generation. Digital tools help enrich diverse pedagogical practices for teaching citizenship, assisting learners in transitioning from theory to practice. Students are encouraged to collaborate and share in an interactive environment where respect and civic values, conveyed through the works, prevail. This approach diversifies pedagogical strategies, making learning more engaging, fun, and adapted to the expectations of the new generation. However, ICT is not the ultimate solution to solve the challenges in education, as its usage remains limited and faces numerous disadvantages.

This study aims to evaluate the effectiveness of mathematics learning that integrates the STEAM approach based on Bugis-Makassar local wisdom in improving students' conceptual knowledge competency, increasing students' learning activities, and forming positive responses from students. The research method used is pre-experimental research with a pretest-posttest design. Students from elementary junior high schools in the Bugis-Makassar region of South Sulawesi, Indonesia are involved in a learning program that combines local cultural elements in the context of STEAM. Data were collected through conceptual knowledge competency tests, observation of learning activities, and student response questionnaires. The results showed that the integration of local wisdom in STEAM learning significantly improved students' conceptual understanding of mathematics, increased more interactive and involved learning activities, and formed positive responses to learning. These findings indicate that a local culture-based approach not only enriches the learning experience but also has a positive impact on mathematics learning outcomes. This study contributes to the development of more relevant and effective learning strategies by considering the cultural context of students. 

This article aims to analyze the impact of school holidays on the occurrence of pregnancies at the Lycée moderne de Port-Bouët (Abidjan, Côte d'Ivoire). Data were collected from parents of students, officials responsible for supervising students in pregnancy situations, and young adolescents who were pregnant or not. Both quantitative and qualitative methods were employed, revealing that school holidays are times of freedom, during which young people, especially girls, engage in various activities or practices outside the school environment. It is during these times that they most often contract pregnancies. Consequently, the school appears as the setting where pregnancies are discovered, yet the space where they generally occur is overlooked or rarely addressed. Data analysis also highlights three major factors that contribute to the occurrence of pregnancies during school holidays: differentiation in perceptions of school holidays between young people and parents, a weakening of parental authority over the young, and a lack of recreational opportunities and supervisory structures for these young people outside the school sphere.

Heterogeneous acquisition of so-called Online competencies is highlighted in this research since it seems to be essential in numerous conceptions of how to handle the digital divide. The effects of demographic factors such as age, gender, academic achievement, Services efficiently, and frequency of usage are investigated across three significant performance assessments. Expertise with the World Wide Web. The ability to use a medium effectively seems to decline with age. When it comes to content-specific abilities, however, the older age consistently outperforms the younger. Their lack of proficiency with the medium is a hindrance, and ultimately leads to a terrible outcome. To the extent that they are aware, this important finding has gotten very little consideration in studies of the digital literacy. The ability to use the Internet effectively in both technology and material contexts seems to be significantly influenced by education level. This finding runs counter to the findings of previous studies that suggest individuals benefit more from hands-on experience than classroom instruction when it comes to mastering digital competencies. Skills unrelated to the medium are the only ones improved by time spent online. It would indicate that the number of years spent online, and the number of hours spent online each week do not contribute to improvements in content-related abilities. The latter has less impact on abilities unrelated to the medium. It compared the academic success of male and female students in both online and traditional classroom settings. The study revealed a significant gender difference in the participants' GPAs, with female students doing better than male students despite the teaching style. The views of male and female students on online and traditional classroom settings were comparable.

The purpose of this research was to determine whether middle school academic achievement was linked to parental involvement. Ethnic differences in the correlation between parental involvement and student achievement were also investigated. The study was done in an ethnically and racially diverse school with the purpose of comparing parental participation and academic achievement across groups. Forty-one adolescents and their parents participated in the study by completing a survey on parental involvement in their children's education and parental communication with the school. In addition to the survey responses, we looked at the students' final English and science grades as well as their MAP scores in English. The study's results indicated that White parents were the most involved with their children's schools and that White kids outperformed their Southeast Asian and South Asian peers in terms of academic achievement. Using the Pearson correlation test, we find that parental participation in the form of signing weekly grade reports and calling the school (r =.586, p =.01) or being called by the school (r =.479, p =.01) is positively correlated with student success. Parental involvement as measured by the Pearson correlation between grades and academic performance was not significant (r =.202 for checking grades and returning phone calls from school and r =.054 for signing weekly grade reports and reading notes, emails, and texts from school).

Over the course of the next ten years, the educational system is set to see significant upheaval. The majority of these departures will be due to retirement, which is a natural consequence of ageing, and the influx of new employees will be driven mostly by this demographic shift. As a response to the challenges posed by the information society, new professional standards are being developed, and as a result, there will be more stringent requirements and greater demands placed on educators. "The challenge is to avoid generational self-renewal," according to Mayer. "The challenge is to be unconstrained by old or re-worked notions of what it means to be an Australian teacher." Focusing on teachers in their first ten years of employment in public, Catholic, or independent schools, a study of the teaching workforce was commissioned by the MCEETYA Teacher Quality and Educational Leadership Taskforce (TQELT) in March 2003 in order to prepare for these changes and to help address the challenge.