Teaching philosophy with digital tools | Issues, challenges and opportunities for enriched face-to-face teaching in academies in the Dakar region

Aminata Seck

ISBN 10: 6209991025 / ISBN 13: 9786209991028

Published by Our Knowledge Publishing, 2026

About this Item

Teaching philosophy with digital tools | Issues, challenges and opportunities for enriched face-to-face teaching in academies in the Dakar region | Aminata Seck | Taschenbuch | Englisch | 2026 | Our Knowledge Publishing | EAN 9786209991028 | Verantwortliche Person für die EU: SIA OmniScriptum Publishing, Brivibas Gatve 197, 1039 RIGA, LETTLAND, customerservice[at]vdm-vsg[dot]de | Anbieter: preigu.

Seller Inventory # 135157307

Bibliographic Details

• Title: Teaching philosophy with digital tools | Issues, challenges and opportunities for enriched face-to-face teaching in academies in the Dakar region
• Publisher: Our Knowledge Publishing
• Publication Date: 2026
• Language: English
• ISBN 10: 6209991025
• ISBN 13: 9786209991028
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 9D millimeters 220 millimeters width by 150 millimeters height by 9 millimeters depth
• Weight: 221 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

At a time when Information and Communication Technologies (ICT) and AI are disrupting educational models, this work asks a fundamental question: how to effectively integrate digital and AI tools into the teaching of philosophy without altering its essence? Through an unprecedented investigation carried out in the Academies of Dakar, Aminata SECK explores the promising model of "enriched face-to-face". Far from replacing the teacher, this hybrid system proposes to energize the traditional course with interactive digital resources. Aware that they are now essential in education, the author demonstrates how digital technology and AI, used wisely, can promote the engagement, autonomy and critical thinking of students, true "digital natives". However, this educational innovation comes up against realities on the ground: digital divide, infrastructure deficit, resistance to change and crucial need for training. With lucidity and pragmatism, the author takes stock of the situation without complacency and formulates concrete proposals for an ethical, critical and reasoned appropriation of educational digital technology and AI.