The course presents video games created at the forefront of technology, but which leave a serious impact on the concept of leisure and Ludo science. The course objective is to demonstrate the educational interest of an activity called "video game creation at school" to make students understand the potentialities and the difficulties associated with the use of video games for learning. Students learn to develop competencies of analysis and design of pedagogical video games to define learning objectives and write synopses of audio visual materials to achieve the desired objectives. The term "Serious Games" is used to refer to games for utility purposes and within a formative goal. The time component to the "Serious Games" video focuses on online games, on the computer, or on a gaming console, that have a combined educational objective in a ludic operation. Beyond the theoretical approach, the course allows students to create games, from scratch, through relatively simple software.

This course provides a concrete discovery of digital resources for education namely typology of digital resources for education, online research methodology, and the analysis of digital resources for education and problems of their pedagogical uses. Today the modes of course preparation at all levels of education and training are based increasingly on consultation and integration of educational resources found online. Training institutions are facing the emergence of teaching practices of communities, personal sites of all kinds and commercial offers, resources where the proliferation does not facilitate the teacher's task. This course's main purpose is to present the diversity of these resources, access modes to the latter, but also to give future teachers the key to analyze, in order to help them integrate these into their teaching practices.

This course focuses on the main axes of the philosophy of education, which is a reflection concerning education as real human development as it was designed by the great masters - Greek thinkers. Three axes are the backbone of the course. The first axis is that of Greek education and Greek philosophy­ Socrates, Plato, Aristotle. Special attention will be devoted to Seneca. The second axis focuses on education at the time of the Renaissance; 15th century and the end of the 16th century; Montaigne and Pascal. The third axis focuses on education during the century of enlightenment ­ Rousseau and Kant.

The content of this course will develop the conceptual notions in evaluation in light of the various theories. It initiates the future teachers into the process of evaluation, exploring taxonomy, docimological rules, forms and functions of evaluation and terms of interpretation. It prepares students for mastering the techniques of evaluation, notably the evaluation grids, addressing the objects of measurement that structure the education system (namely, the operating targets, or how to assess a teacher's skills), and also the textbook or the school.

This course covers the basic concepts of general didactics and pedagogical principles to be understood in the ideas of curriculum, curriculum development and planning of learning situations. It also provides the basic data essential for the development of didactic situations, the analysis of the links between the elements of the educational triangle and principles essential to make the teaching contract successful in various school settings. The course allows the student to apply teaching from the competency­based approach and the problem situation, and specify the use of educational objectives; their classification and formulation, as well as their integration into different learning situations.

This course is given with the purpose of developing a classification of large trends found in contemporary theories of education, starting from a descriptive and critical study of the theories (academic, social, psycho­cognitive, technological and socio­cognitive) to come up with strategies serving as contextual references to the learning process.

This course is an opportunity to analyze what happens in the classroom and guide future teachers to the development of the first elements of a class management model. It aims to familiarize the students with all the elements of planning, organization and supervision in the conduct of the class, which can prevent discipline problems in the classroom and to create an atmosphere and environment conducive to learning (how to motivate, encourage curiosity, stimulate; how to function in daily life or adapt its operation through a variety of group dynamics to increase the maximum participation of students, autonomy and commitment to work, school). In another more relational aspect, this course aims to develop the competence to manage the relationships between actors in a class group, while respecting each individual in the group, to regulate conflict and establish a consistent operation attuned to all learning in the classroom. For this, an understanding of the behavior of difficult students and an identification of communication strategies with these students is of importance.

(course covering GE: EFFECTIVE THINKING AND QUANTITATIVE REASONING) Most of the analysis within human and social sciences and decision­making is founded on statistical data. Students work individually on data collected either in their research or in their professional lives. This course provides students with the tools and knowledge required to present, in tables and graphs, the data they have to handle, to analyze the characteristics of a statistical distribution to a character and to study the correlations between two variables. Particular attention is devoted to the choice of statistical methods and interpretation of results.

PSY214 - Developmental Psychology The course has two segments given in two sequential phases: childhood and adolescence 1st segment: Childhood Allows students to: get familiar with basic concepts and notions of childhood developmental psychology (stages, phases and developmental factors); understand the major theoretical approaches (maturational, behavioral, psychoanalytical, cognitive constructivism and psychosocial approaches); identify the main characteristics belonging to each developmental stage on the biological, intellectual, affective, sexual, social and moral level. 2nd segment: Adolescence Allows students to: understand the adolescent phase in the developmental process note each function belonging to this stage pinpoint the process of Self-consolidation, the construction of the identity, achieving maturity as well as choices and decision-making processes. PSY366 - Personal and Professional Development in Occupational Psychology The course objectives are: personal development (psychological orientation and counseling);and professional development (establishing the necessary link between personality and professionalism, as the set of job­related skills needed to practice a trade). The course develops the following themes: key knowledge in Counseling Psychology; the main models and types of intervention in counseling; guidance in counseling and occupational mobility; knowledge of the different types of intervention (recruitment and guidance interview, review interview, counseling interview); and knowledge of various ethical and deontological aspects of human labor. At the end of the course, students will know how to conduct interviews in guidance, counseling, and support for personal and professional development.

hrough a multidisciplinary approach that places education at the crossroads of philosophical, psychological and sociological considerations, this course provides a notional and conceptual framework to situate the different authors in relation to their "educational models" and the teaching strategies arising therefrom, emphasizing the importance given to the learner, society and educational practices in a constitutive interaction of the pedagogical profile of each author.

(course covering GE: DIGITAL LITERACY AND INFORMATION TECHNOLOGY) The ICT in Education course explores the integration of Information and Communication Technology (ICT) tools and resources in the field of education. Participants will learn how to effectively leverage technology to enhance teaching and learning processes, engage students, and create dynamic learning environments. This course covers a range of topics, including digital literacy, educational software and applications, online collaboration tools, and the ethical use of technology in education.

After acquiring teaching skills, this course will focus on the teacher's ethical skills in order to give meaning to education by working to certain principles. The course, aimed at undergraduate students of education, considers the ethical element of the teacher's mission. It will allow an awareness of the challenges and ethical issues facing teachers in their profession and will engage them in ethical reflection on topics posed in everyday action.

This course makes it possible to handle various tools, books and documents of all kinds in order to build from a determined theme, a series of sessions, of variable duration, grouped around an objective to be achieved at the end of the sequence. It initiates the future educator to build transdisciplinary work sequences focused on teaching objectives in accordance with the Lebanese Curriculum and to design a program based on the themes proposed by the National Education program. The work is done within the framework of a real pedagogical project centered on the learner.

The course entitled "Research Methods" aims to introduce students to the stages of developing research work, in its epistemological / ethical aspect and in its practical dimension. This course emphasizes the design, writing and presentation of research work through the appropriation of quantitative and qualitative techniques, necessary for its realization in a scientific manner. The course offers a methodological kit: a selection of tools, resources as well as written exercises (dissertations, detailed plan, essays, reading notes, summary notes, etc.) and oral exercises (presentations, debates, etc.) which objective would be to help students prepare for their multidisciplinary work and consolidate their methodological learning.

The course focuses on didactics/linguistics relationships, on the application of linguistic theories in the teaching and learning of second languages and on linguistic intervention fields in the class of language. The topics covered address fundamental concepts related to general linguistics, lexical semantics, morphology, syntax and the use of the statements in oral and written texts. In addition, this course provides criteria to be considered in the teaching of a second language and the analysis of errors made by students during their learning, to remedy and even prevent them.

This course aims to implement essential techniques to improve the oral and written expression of students. At the level of oral expression, it proposes strategies for successful transmission of a verbal message by putting the emphasis on the words and the framework of the communication (body language, voice, intonation, etc.). At the level of writing, it analyzes and decodes all the documents through an effective reading. We shall consider processing a wide range of techniques for the development of the means and forms of written communication (letter, resume, transcript, interview, static and moving image).

The course of child and youth literature offers students an opportunity to comprehend the literature addressed to young people according to two approaches. In the first approach, which is informative and analytical, the emphasis will be on the wide variety of genres proposed for youth, on the analysis of its components and the different procedures of scripture utilized. A second practical approach offers students different modes and ways to exploit these works, with young people in BCD and reading workshops, in order to promote the pleasure of reading and writing.

This course is designed to provide prospective elementary school teachers with a solid foundation in mathematics concepts and pedagogical strategies that are relevant to the Lebanese school curriculum. The course will cover a range of topics, including number sense, operations and computation, geometry, measurement, and data analysis.

This course is designed to provide prospective elementary school teachers with a solid foundation in science concepts and pedagogical strategies that are relevant to the Lebanese school curriculum. The course will cover a range of topics, including life sciences, physical sciences, earth and space sciences, and scientific inquiry.

The course aims to develop professional competencies required to help future teachers, in Primary classes, acquire fundamentals and be proficient in teaching Science and Mathematics. The students will learn basic notions relating to: program contents specific to the Primary classes in Science and Mathematics, lesson plan guidelines and practices, and active learning techniques.

The course enables students to deepen didactic concepts in teaching Science and Mathematics, specifically relating to competency-based approach, interdisciplinary activities, projects for developing scientific skills, ICTE and technologies in scientific education.

This training internship is aimed at third-year students who aspire to teach at the primary level. It allows them to access classrooms and closely observe didactic practices, as well as better understand their personal characteristics to prepare for professional life. The intended objectives are as follows: - Familiarize with the concrete realities of school teaching, - Approach the teaching career with ease, - Integrate within the school institution.

This training internship is designed for third-year students who aspire to teach at the primary level. It offers them the opportunity to access classrooms to closely observe teaching practices and gain a deeper understanding of their personal traits to better prepare for their professional lives. The goals of the internship are as follows: - To become familiar with the practical realities of school teaching. - To approach a teaching career with confidence. - To integrate within the school institution.