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Deconstruction was introduced by a French philosopher born in Algeria, Jacques Derrida. This theory challenges the centralized and rounded mode of meaning as might be desired by the text or which is deliberately made clear by the logical relationship of the text. The “unspeakable” power of the text is the logic that is trivialized or underestimated as a secondary meaning that at times endangers the structure of the text or produces ambiguous paradoxes, which will erode the reader. Deconstruction aims to dismantle the Western metaphysical tradition such as Husserlin's phenomenology, Saussurean structuralism, structuralism. Derrida's deconstruction method is better known as metaphorical deconstruction. Metaphor here is not understood as an aspect of the expressive function of language but as an essential condition of speech. Metaphor represents one way of constructing discourse and strongly influences the understanding of various texts. Deconstruction is carried out on metaphorical texts composed by the author. Deconstruction can occur in the text itself or vice versa, we who deconstruct a text. In conclusion, deconstruction can be applied in everyday life by recognizing that other people's views on a topic and perspective may have different meanings from ours.

This research analyses the implementation of Challenge-Based Learning (CBL) at Algerian universities and its potential for encouraging undergraduate learners to academically acquire learning, enhancing self-regulated learning strategies, and enhancing interdisciplinarity collaboration. This research adopted the mixed-method approach and used a quantitative tool (the Motivated Strategies for Learning Questionnaire (MSLQ)) and obtained qualitative data through reflective journals, interviews, and classroom observation. Outcomes show that CBL greatly affects enhancing students' motivation and supporting self-directed actions such as goal-setting, time management, and metacognitive processing. Interdisciplinary cooperation was also determined to be supportive for student engagement and problem-solving capacity. Students and instructors predominantly reported positive opinions regarding CBL, highlighting the relevancy, authenticity, and cooperation aspects of CBL. These findings validate the four study hypotheses and endorse the pedagogical shift towards active, student-centered learning in Algerian universities. The research concludes with strategic suggestions to institutionalize CBL, reassess assessment practices, and encourage professional development in support of the faculty utilizing this new pedagogy.

The aim of this comparative study is to identify the criminal responsibility for extremism through electronic means in modern legislation for which the researcher used the comparative analytical method. The research problem is centred on the statement of the objective provisions of criminal responsibility for the crime of extremism through electronic means in both Iraqi law and comparative laws. The study relied on a number of primary and secondary references both past and present to collect legal information. The study concluded a number of the most important results, namely that extremism using electronic means is the aggression emanating from pirates using electronic means with the aim of disrupting security and public order and extorting the authorities by seizing public and private funds and damaging property. Results also show that the competent court in considering the crime of extremism using electronic means is the State Security Court in Iraqi law, and we see the Iraqi legislator in the Iraqi Constitution of 2005 was unique in reducing the penalty until amnesty for those who provide information about cyber attacks. The study recommended that there should be a clear text for the crime to define the electronic means as per the Iraqi legislator, while the modern legislations came in conjunction and close to the Jordanian legislator, as well as the French law, the Algerian and Egyptian legislator. The study also recommends that the Iraqi legislator follow the example of the Jordanian legislator in issuing a special law for electronic crimes and contain the text of criminalising the crime of cyber extremism. The study also stresses the need for judges to have sufficient knowledge of electronic means and the Internet in order to consider cases in this regard by preparing courses for them and all those working in the field of combating cyber extremism crimes. This is particularly true since the threat is carried out through the Internet and electronic means.