Educational Capabilities in Cyberspace in the Islamic World: Reality and Challenges

Document Type : Specialized Article


Assistant Professor in Department of Law and Political Sciences, University of Sousse, Sousse, Tunisia



For more than a quarter of a century, the world has been witnessing a scientific and technological revolution that surpassed in its importance, effects and results the eighteenth century industrial revolution in Europe. This revolution was communication and informatics among its most prominent manifestations. Information and communication technology, which contributed to making a very important impact in a very short period of time, and radically in all types of dealings, and ways of thinking and life overwhelmed the traditional patterns that people had known before in everything. This development is considered a natural matter on the basis that any steady growth in the field of science and technology causes confusion to the existing economic, social, political, cultural and educational structures and relations, and from there it becomes imperative for us to take the initiative to develop a systematic, scientific and rational plan to confront this indispensable and indispensable technology. If we want to touch on the archeology of this development in the field of education, education, training and research, we find that its beginnings in the West and in the United States of America go back to the beginning of the eighties of the last century, then in the year 18 the studies related to these fields began to raise a set of important questions and issues that emerged from them. The scientific and technological revolution, as these studies called for the necessity of paying attention to scientific research in the field of e-learning to face the challenges posed by this technological revolution. However, since the mid-nineties of the last century and as a result of the development of the use of the Internet and its widespread use among individuals and educational institutions, whether or not educational, many concepts of this type of education have changed and new terms have appeared, and from here serious thinking began about the possibility of using the Internet in various civil fields, including Especially the field of education. These tremendous technological developments that touched all life activities, as previously mentioned, can they be considered an indication of the end of the traditional or attending educational systems?


Main Subjects

  1. جابر، خلیل. تاریخ شبکة المعلومات العالمیة (إنترنت):

  1. الخوالدة، محمد. مفهوم التعلم عن بعد والتعلیم المفتوح ودور تکنولوجیا الإتصالات فی تفعیلهما:                   

  1. العمر، محمد (2004). مستقبل بدأ البارحة: تحدیات الصحافة الورقیة فی عصر الإنترنت. مجلة إتصال، عدد 9:

  1. الفریح، سعاد (2005). التعلم عن بعد ودوره فی تنمیة المرأة العربیة. القاهرة: منتدى المرأة العربیة والعلوم والتکنولوجیا: 10-8.
  2. الفیومی، نبیل (2014). التعلم الإلکترونی فی الأردن: خیار استراتیجی لتحقیق الرؤیة الوطنیة. التحدیات، الإنجازات والطریق نحو المستقبل. الأردن: وزارة الإتصالات و تکنولوجیا المعلومات.
  3. المحیسن، إبراهیم. وخدیجة هاشم. (1423). المدرسة الإلکترونیة: مدرسة المستقبل.دراسة فی المفاهیم والنماذج. ندوة مدرسة المستقبل. الریاض: جامعة الملک سعود:

  1. مؤتمر صحافة الإنترنیت فی الوطن العربی: الواقع والتحدیات (2005). الصحافة الإلکترونیة العربیة: الواقع والأفاق. الإمارات العربیة المتحدة: جامعة الشارقة.
  2. المؤتمر العلمی الثانی عشر لنظم المعلومات وتکنولوجیا الحاسبات. (2005). التعلم الإلکترونی وعصر المعرفة. القاهرة: من تنظیم الجمعیة المصریة لنظم المعلومات وتکنولوجیا الحاسبات: 17-15.