Supporting Educational Change in Tunisia: Instructional Design and Technology Training in Tunisian Higher Education Context

Instructional design and technology (IDT) as field of study and practice does not formally exist in the Tunisian higher educational system. This is apparent due to the absence of such degree in the Tunisian academia as well as the absence of specialized units that are dedicated to support teachers/instructors/faculty (whether at schools or universities) with their IDT needs.

Motivated to positively contribute to the educational reform in Tunisia and based on an expressed need—from a large regional university in Tunisia—for acquiring IDT skills, we (the authors) proposed to this university the idea of designing and delivering an IDT training to their faculty members. Funded by a local grant obtained from Indiana University, and by relying on the authors combined 20 years of experience in the IDT field, we designed, developed, and conducted a three-half day face-to-face training that targeted university faculty and instructors. After conducting the training, we conducted an evaluation study to investigative the effectiveness of the training and to determine its overall worthiness. In this paper we share the results of this evaluation study with the goal of informing the practice of international IDT communities.