Abstract:
Any educational reform initiative is supposed to cause change and this change is deep when it proves to have an impact on the beliefs and practices of the teachers. The present mixed-methods confirmatory case study aims at examining the depth of the educational change entailed by the Algerian LMD reform of higher education in the English Department of Blida 2 University. It seeks to answer the following research questions: 1. did the reform cause change in teachers’ own beliefs about teaching and learning? 2. did it cause change in their teaching approaches and practices? 3. did it cause change in the use of new instructional materials? In theory, the LMD curriculum should create change by shifting teachers’ beliefs towards a more learner-centred orientation, making teachers as well as tutors adhere to learner-centred practices and encouraging the use Information and Communication Technologies (ICTs) in teaching and learning
