Dr. Mokhtaria Rahmani,
University of Saida-Dr.Moulay Tahar, Algeria
Positive education has long been stressed as a prime factor in the educational accomplishment of young learners, and less interest was granted for students in higher education, on the ground that they are more responsible and conscious about their engagement for their future career. Yet, in the mist of fast communication technologies that have marked the twenty-first century, and momentous socio-economic change of the world, particularly in Third World countries, university students exhibit slender commitment in their studies, raising thereby the question of the necessity/superfluity of teaching positivity at the university. The present study tries to answer this question taking Master students at the University of Saida-Algeria as a case study. Semi-structured questionnaires for canvassing the views of both teachers and students were used. The findings indicate that the dissemination of positivity to learners has become nowadays a mandatory tool for university instructors in view of the great rate of students’ feelings of uneasiness, demotivation, and stress, above all within special conjunctures. Yet, such instruction commands a combination of factors such as well-involved teachers cognizant about the momentum for professional development, and a well-structured administrative staff that gears appropriately pedagogical matters. The study highlights the momentousness of positivity infusion (especially in contemporary times) to university students as a guarantee for the bolstering of positive cognition and emotions.
The above abstract is a part of the article which was accepted at The Fifth Annual International Conference on Languages, Linguistics, Translation and Literature (WWW.LLLD.IR), 2-3 February 2021, Iran-Ahwaz.