Towards a Hybrid Algorithmic Didactics : A Theoretical Proposition in Design Research- A Case Study in Tunisia

Abstract

This article adopts a hybrid, epistemic design research approach, combining critical reflexivity, conceptual modeling, and contextual grounding to produce testable educational models. It proposes systemic didactic reconfiguration that goes beyond pedagogy and andragogy, establishing an algorithmic framework aligned with local realities. In response to the proliferation of educational methodologies disconnected from the Tunisian context, we question how accreditation, certification, and curricular reform mechanisms impose external norms that freeze knowledge rather than foster its emergence. Our approach seeks to integrate contextual parameters, climatic, sensorial, socio-economic, and territorial, into didactic modeling; to move beyond the pedagogy/andragogy divide toward learning deeply rooted in local specificities; and to transform accreditation and certification systems into catalysts for pedagogical innovation rather than instruments of compliance. Drawing on systemic and complexity-based thinking, we introduce two algorithms, ASA (Adaptive Systemic Algorithm) and TRA (Transposition Reconfiguration Algorithm), along with an integrated solution, D2PR (Designer of Didactic Parameters Remedies). A key innovation of D2PR lies in its explicit incorporation of real-world institutional and budgetary constraints through the POL-CONST (Political-Constraint Simulator) module. The Tunisian case, characterized by rich geo-cultural diversity, serves as a prototype for a post-hegemonic epistemic design, reimagining teaching as a collective act of co-invention oriented toward intellectual emancipation rather than institutional conformity.