Accepted Panels

<p>&lt;p&gt;Marginalized regions always experience difficulties and sufferings completely different from the sufferings experienced by other regions. This is what we see in the marginal areas of our homeland, Algeria, with its huge area (2,381,741 square kilometers) and the scattering of its population areas, for example during the winter season, when it is very cold, and snow falls frequently, which leads to the closure of roads, and the inhabitants of isolated areas find themselves without food or heating, without health care, and other sufferings.&lt;/p&gt; &lt;p&gt;I think also, that the sufferings of the marginal areas appear clearly in the field of education, including the difficulty of moving to the educational establishments, this suffering which doubled during the Corona pandemic of 2020, when the Algerian educational establishments having been forced to adopt a new model of education, which is online learning (distance education) instead of conventional education. Schoolchildren found themselves faced with a technological dilemma, represented by the weakness of the Internet network and sometimes its absence. This situation has led to the suspension of their educational activities and the impossibility of continuing studies at a distance.&lt;/p&gt; &lt;p&gt;Accordingly, this paper aims to clarify the challenges of education in marginal areas of Algeria, particularly during crises.&lt;/p&gt; &lt;p&gt;This paper is of academic importance as it aims to assess the experience of online education in marginal areas and improve it in the future, especially during the time of crisis.&lt;/p&gt; &lt;p&gt;It also has anthropological significance as it illustrates the livelihoods of people in marginal areas and their daily suffering.&lt;/p&gt;</p>