Neuropédagogie et technologies adaptatives dans l’enseignement des langues en Algérie : vers une approche personnalisée pour un apprentissage inclusif et efficace

This research examines how neuropedagogy and adaptive technologies can transform language education in Algeria. The investigation focuses on applying findings from cognitive neuroscience, particularly memory, attention, and motivational processes, to design differentiated teaching protocols. The integration of self-adaptive computational systems enables continuous optimization of learning trajectories, thereby enhancing accessibility and pedagogical performance. The research contextualizes these innovations within Algeria’s sociolinguistic configuration, characterized by the institutional coexistence of Arabic, Tamazight, French, and English, while accounting for infrastructural asymmetries between metropolitan and peripheral areas. It explores the potential of collaborative digital platforms and mobile applications as drivers for reducing educational inequalities. Drawing on international comparative analysis, this investigation offers recommendations for the systematic incorporation of these pedagogical innovations into Algeria’s educational ecosystem. It also addresses the ethical considerations inherent in managing personal data and mitigating systemic algorithmic biases, with a focus on fostering responsible and sustainable implementation.