The Dangers of Random School Pace from the Perspective of Higher Education Professors - A Field Study at the University of Kasdi Merbah / Ouargla

This study aimed to assess the risks and negative effects of random academic scheduling (unplanned changes in the academic schedule) from the perspective of faculty members at the University of Ouargla. A standardized questionnaire was used, covering five dimensions: (impact on personal planning and organization, quality of the educational process, psychological and occupational pressures, institutional communication and participation, and impact on students and academic reputation). The questionnaire was administered to a stratified random sample of 54 faculty members. The results indicated that the following dimensions: (impact on personal planning and organization, psychological and occupational pressures, institutional communication and participation, and impact on students and academic reputation) were rated at a high level. This suggests that random scheduling changes hinder faculty members’ research activities. Additionally, faculty members in the study sample reported experiencing psychological stress due to schedule instability and weak communication between administration and faculty. The quality of the educational process dimension was rated at a moderate level, indicating that random changes negatively affect teaching quality and student engagement with educational content. The study proposed recommendations to enhance strategic planning and improve communication channels.