Digitization and Its Impact on the Traditional Roles of University Professors in Algeria. From the Perspective of Faculty at the Institute of Physical and Sports Activities Sciences and Techniques, University of M'sila

Abstract

Amid the rapid pace of digital transformation, universities are increasingly required to reconsider their traditional structures — particularly regarding the role of university professors. These educators are now expected to adapt to a digital learning environment driven by modern technological tools. While this digital shift offers significant opportunities for enhancing educational quality, it also presents pedagogical and research-related challenges that demand ongoing support and effective digital training for faculty members. This study aimed to explore the impact of digitization on the traditional roles of university professors within the context of the technological transformations reshaping higher education — transformations that require professors to go beyond the mere transmission of knowledge and to engage with digital teaching tools and online learning platforms. A descriptive methodology was adopted, and data were collected through a questionnaire administered to a random sample of 35 professors at the Institute of Physical and Sports Activities Sciences and Techniques, University of M'sila. The findings revealed significant shifts in both teaching and research responsibilities due to digitization. While professors demonstrated a moderate level of digital competence, they also faced notable technical and pedagogical challenges affecting academic performance — outcomes that highlight the need for institutional support through continuous and specialized digital training.