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Traditional education systems do not provide students with much freedom to choose the right training of study that suits them, which leads on long-term to the negative effects not only on social, economic and mental' well-being of student, but also will have a negative effect on the quality of the work produced by this student in the future. In addition, skills and talents in a specific area refer to general skills and working life practices. This paper presents a pedagogical orientation system based on blockchain technology and machine learning that accurately predicts the future specialized training and profession in which the common core student will have more opportunity to succeed. Python programming language has been used to implement the suggested pedagogical orienting mechanism in two key steps. (1) In the profiles matching step we have used the incidence matrix to correlate the professional and training profiles. (2) The student ranking issue was resolved at the ranking profiles step using the learning to rank methodology. The data used to feed the various machine learning algorithms in our system are stored on the blockchain, representing the academic results of 320 students at the end of the common core training in the computer science department of 20th august 1955 university in Skikda, Algeria, which served as a database for subsequent experiments and served to confirm the system's feasibility and credibility. The proposed system has demonstrated its effectiveness by accurately predicting the future specialized training compatible with the student's scientific capabilities, allowing him to succeed and excel. Also, it has contributed to reducing the possibility of falsifying results and certificates while enhancing security and transparency through blockchain protocols. Finally, this system encourages all participants to trust the automatic orientation process, which makes it possible to improve the issues experienced in the fields of education by enhancing interactions between the student, the university, and the employing industries during the educational orientation process.

While some studies indicate that flipped classrooms offer many positive educational outcomes, other studies draw attention to limitations associated with flipped classroom (students' limited preparation prior to class, students' need for guidance at home, students' inability to get immediate feedback while they study at home, and little research has focused on students' learning outcomes, such as: satisfaction and motivation). This paper attempts to address several of these limitations through exploratory studies conducted in an Algerian University. The approach proposed in this paper called Flipped classroom based on Context-Aware mobile learning system (FC-CAMLS) aims to provide learners with an adapted course content format based on their feedback and context. The latter has a significant influence on multimedia content in adaptive mobile learning. The system was implemented in an English Language course. It was expected that the FC-CAMLS increased the management of students' heterogeneity. A quantitative analysis by means of structural equation modeling was performed to analyze the caUnited States of Americal relationships between knowledge, skills, motivation and students' satisfaction. The results show that the system has positive effects on students' knowledge, skills, and motivation. Finally, our research provides useful results that the use of the context dimensions and learner's feedback in adaptive mobile learning is more beneficial for learners especially in the flipped classroom.

Recent years have shown increasing awareness for the importance of adaptivity in e-learning. Since the learning style of each learner is different. Adaptive e-learning hypermedia system (AEHS) must fit different learner's needs. A number of AEHS have been developed to support learning styles as a source for adaptation. However, these systems suffer from several problems, namely: lack of maintenance, adaptation to learning style, less attention was paid to thinking styles and the insertion of specific teaching strategies into learning content. This paper proposes an AEHS model based on thinking styles and knowledge level. On one hand, the developed prototype will assist a learner in accessing and using learning resources which are adapted according to his/her personal characteristics (in this case his/her thinking style and level of knowledge). On the other hand, it will facilitate the learning content teacher in the creation of appropriate learning objects and their application to suitable pedagogical strategies.