ابن باديس ودور إصلاح التعليم الزيتونة في الحفاظ على الهوية خلال الفترة الاستعمارية. Ibn Badis and the role of education reform in Zaytouna in preserving identity during the colonial period.

The issue of identity is among the issues that were raised among thepeoples of the Maghreb, due to the colonialism’s blurring of its components in its Arab and Islamic dimensions and its dedication to a cultural and intellectual void. Ben Badis was aware, through his follow-up to education issues in all Maghreb countries, that changing these conditions necessitates the need to reform the educational situation in the region. Magharebia, And whose educational institutions’ programs became ineffective, especially the Zaytouna Mosque, and Ibn Badis went beyond criticism to offer an alternative, by sending a proposal for an integrated reform program to the Zaytouna Institution in 1931, To change the curricula and scientific materials, in order to keep pace with the development of the times, and fill the void related to the constants of Maghreb identity and the strengthening of national belonging, What are the proposals made by Ibn Badis in his project to reform education at Al-Zaytouna Mosque? What are the foundations of identity in his educational program? What is the role of these reforms in preserving the Maghreb identity?