Intensively sharing knowledge ensures the quality of research, high-level teaching, and development of

partnership opportunities. Sharing scientific knowledge using innovative technologies such as Information and

Communication Technologies for Education (ICTE) seems to be, to date, differently applied by research

teachers. Recently, the United Nations site in the Global Sustainable Development Report (GSDR) 2023,

reported the mention of focusing on the quality of education cited by “Ensure inclusive and equitable quality

Similarly, these results revealed the extent of the evolution in the participation of research teachers in virtual

scientific communities after the COVID-19 crisis, such as “professional social networks” (Academia.edu,

LinkedIn.com, and ResearchGate). An evolution and improvement in the use of “bibliometric databases and

citations of scientific publications” like “SCOPUS, Researcher ID, and Web of Science” were also revealed,

confirming the positive impact of the COVID-19 health crisis on digital practices and the use of ICTE in the

performance of teaching activities, and in the production of scientific articles. Altogether, these results suggest

that institutions and universities must work to build a culture of digital, sustainable, and dynamic learning.

Keywords: Global Sustainable Development, Quality education, Communication tools, Dynamic Learning

In the current era, the notion of education 4.0 is based on a concept of learning through practice, in which learners

(Ghavifekrand and Seng, 2022). Nevertheless, the gap between the skills of university/teacher tutors and the

ICTE skills required to meet the needs of a 4.0 education remains large. Assessing the use of scientific knowledge

sharing tools among academics is a critical step in addressing this issue. In this context, the objective of our

contribution is to analyze the impact of the COVID-19 pandemic crisis on the evolution of the use of ICTE and

scientific knowledge-sharing tools among university teachers at the FST. To do this, we opted for a comparative

study between the degree of involvement and the skills acquired in the field of ICTE and distance education

(DE) research teachers from the two departments of biology and chemistry before and after the COVID-19 health

crisis.

The present study conducted among FST researcher teachers has targeted two departments of the FST among its

six departments, namely the departments of biology and chemistry. FST created on March 31, 1960, by Decree

offers two types of preparatory courses: scientific preparatory courses for the competitive National engineering

school admission process in Biology-Geology, Maths-Physics and Physics-Chemistry, and an integrated

preparatory program (MPI) for access to FST engineering degrees in Data Science and Electronics. FST has two

doctoral schools, one in Chemistry, Computer Science, Electronics and Physics, the other in Geology and

Biological Sciences.

The organizational structure of the faculty includes central administration and six departments of scientific

research and training, respectively concerned with mathematics, physics, chemistry, information, biology, and

geology. The faculty consists of around 5,000 students and 1,000 PhD students. It is also a place dedicated to

scientific research. To date, human resources in terms of teaching and research staff are currently around 465,

with a respected gender ratio distributed by grade as follows: 200 full professors, 231 assistant’s professors and

notably European projects, and to a lesser extent, those of the American continent (Canada, USA). There are

numerous scientific days, symposia, and seminars, as well as a wide range of academic associations. The FST is

also a place of conviviality and openness, notably through exchanges and events aimed at developing links with

the economic sector to strengthen its attractiveness and visibility.

To conduct this study and provide responses to the research objectives, we have carried out two questionnaire

surveys. The first investigation was carried out in 2019 as part of a research master's degree in information and

document sciences (Ghaffari, 2019), and the second in 2023. Teacher-researchers represent the target audience

from the two departments of biological sciences and chemistry of the FST. This choice aims to establish a

“Google Forms.” The questionnaire essentially included analysis of respondent profiles, knowledge sharing in

the field of education and scientific research, distance education, and communication tools used [distance

learning platforms (Moodle, Canvas, Genially, Google Classroom, and Microsoft Teams) and communication

and discussion tools (Google Zoom)] for group video conferences or remote meetings.

The survey was posted on the “Google Forms” online survey platform. A database containing the e-mail

addresses (mailing list) of teacher-researchers affiliated with the two target departments was created to receive

responses from all participants.

Following data collection, a quantitative analysis of statistics was conducted using the SPSS software “Statistical

tools and new teaching, and education 4.0 methods using e-learning educational platforms before and after the

COVID-19 pandemic.

A response rate of 21.5% was noted against 40% in 2019. Respondents are divided as follows: breakdown by

department and by seniority of respondents in higher education.

The results in figure 1 show that the number of biology teachers’ researchers who completed the questionnaire

is 50% before COVID-19 and 55% after COVID-19, while the contribution of chemists doubled after the

COVID-19 crisis (20.4% before and 41.78% after the COVID-19 crisis).

Figure 1: Distribution of respondents by department. D. Bio: department of biology; D.che: department of

chemistry; B: before; A: after; COV-19: Covid-19.

in the execution of their teaching activities before and after the COVID-19 crisis is discussed in figure 3.

As shown in figure 3, the resources most used by teacher-researchers in the two departments involved in

knowledge sharing are diversified according to the types of knowledge relevant to the education sector. At the

(paper and/or audiovisual media (video capsules, etc..) reached its peak after the COVID-19 crisis (100%); on

3.22% after the COVID-19 crisis. Similarly, a change in the use of “lesson plans” by biologists is recorded

(70.58%) after vs. 55% before COVID-19 as mentioned in figure 3B. On the other hand, a low rate of “lesson

plan” sharing is remarkable among chemists 36% before COVID-19 vs. 28.57% after COVID-19. Nevertheless,

a decline in the sharing of “teaching and pedagogical activities as presented in figure 3C and the

distance-learning platforms) in the application of scientific knowledge sharing activities and distance learning.

The results presented in figure 4 show that research teachers in the two departments considered the use of e-

mails strongly after COVID-19 100% vs. 63.6% for chemists and 94.11% vs. 53.7% for biologists.

pandemic were interviewed about their membership in virtual scientific communities such as ‘professional social

networks’ (Academia.edu, LinkedIn.com, and ResearchGate).

vs. 13.6% among chemists before the crisis and 88.23% after the crisis in biologists and 94.11% of biologists

adhere to ResearchGate after COVID-19 vs. 14.80%, and 92.28% of chemists adhere to it after vs. 13.6% before

of the ELSEVIER editor, and in “Google Scholar Citation.” Before COVID-19, teachers did not use science