The Reality of Academic Achievement Quality among Adolescents in the Digital Age: A Case Study of Taibi Kacem Secondary School in Bouira Province, Algeria

Abstract

This article examines academic achievement among adolescents in the context of digital education in Algeria, using Taïbi-Kacem Secondary School in Bir Ghbalou, Bouira Province, as a case-study setting. It combines a critical review of the original school-based study, whose field data mainly date from 2013–2015, with updated national education indicators publicly reported by Algeria’s Ministry of National Education during the 2025–2026 school year. The Ministry reported approximately 12 million pupils nationally, 30,308 public educational institutions and 630,641 teachers; these figures provide national context but do not describe the current enrolment or digital resources of the case-study school. The original study reported psychosocial challenges, limited computer proficiency, low classroom use of digital tools, grade repetition and exclusion. However, its sample counts contain inconsistencies, and its school-level data cannot be treated as representative of 2025–2026. Accordingly, this manuscript distinguishes historical local findings from current national indicators and identifies the local administrative data needed for a valid update. It argues that technology can support learning only when accompanied by teacher training, reliable infrastructure, pedagogically purposeful use, psychosocial support and cooperation between schools and families. A new survey and verified school records for 2025–2026 are required before current local prevalence rates or changes in academic achievement can be claimed.