This study proposes an integrated approach combining geographic information systems (GIS) and geotechnical analyses to assess the stability of the Oued Ayda mountain lake dam, located in the Siliana Governorate, northwestern Tunisia. The mechanical properties of the embankment and foundation materials were integrated into a Mohr-Coulomb geomechanical model, while the pore water pressure distribution was simulated for various representative hydromechanical scenarios: end of construction, normal operation, rapid drainage, and short- and long-term empty reservoir conditions. The stability analysis, performed using the Morgenstern-Price method with the SLOPE/W software (GeoStudio), reveals high safety factors on the upstream side (SF > 3 in the short term and SF ≥ 2 in the long term), indicating good resistance of this slope to hydraulic and mechanical stresses. Conversely, the results show that the downstream slope exhibits significantly lower safety factors, ranging from 1.335 to 1.338 under long-term conditions, particularly during normal operating and rapid drainage scenarios. These reduced values indicate a high vulnerability of this slope to persistent saturation and adverse hydraulic gradients. In conclusion, although the dam exhibits satisfactory overall stability, the downstream slope remains the most vulnerable area of the structure. The results underscore the need for rigorous management of water level fluctuations and suggest reinforcing the drainage system or implementing targeted stabilization measures to ensure the long-term safety and durability of the structure.

This study investigated the pedagogical implications of out-of-field teaching in Social Studies. The Out-of-field Social Studies teachers could encounter several challenges in their preparation and the implementation of the integrated Social Studies curriculum. This study sought the lived experiences of the out-of-field teachers concerning the causes of out-of-field teaching in social studies, problems encountered by the out-of-field teachers and the mechanisms they employ to cope with the teaching of Social Studies. The study chose the qualitative phenomenological research design. Data were collected from all the 17 out-of-field Social Studies teachers through in-depth structured interview. Data were transcribed and analysed, through the inductive thematic analysis approach, unveiling of themes and concepts from the narratives of the research participants. The study revealed that out-of-field teaching in Social Studies occurs as a result of teacher shortage in integrated social studies programme. It is also caused by the perception that any teacher could teach Social Studies irrespective of the teachers’ qualification. Out-of-field teacher encounter problems such as inadequate content and pedagogical knowledge, lack of classroom managerial techniques and inability to deliver lessons through the integrated approach. Engaging in professional development courses, peer coaching, in-service training and workshops were some of the mechanisms employed by out-of-field teachers to cope with the teaching of Social Studies. The pedagogical implications of this phenomenon are that when teaching the Social Studies, the out-of-field teachers place more emphasis on aspects of the Social Studies curriculum where they have much knowledge and skip or put less emphasis on other aspects they lack in-depth knowledge, thus, the integrated approach to teaching Social Studies is not adopted effectively by out-of-field teachers. This waters down the content of Social Studies at the Senior High School level. Addressing the problem of out-of-field teaching in Social Studies requires training and recruiting more teachers who have background training and experience in the integrated approach to the teaching of Social Studies.