It also suggests that didactics refers to the principles, phenomena, forms, precepts, and laws of teaching, without a specific subject.

And that it is one of the sciences of education. It deals with the processes of teaching and learning. It focuses primarily on how teachers, students, and knowledge interact and support each other. For this reason, it is a key subject in the teacher training curriculum.

Medina (2003:7) States that didactics is:
"A discipline of pedagogical nature that focuses on the teaching goals and compromise with the aim of better human begins through the understanding and permanent change of the social communicative developments, and the receiving and appropriate growth of the teaching and learning process

Sarré and White (2016:142) Claim that:
"Didactics is knowledge-oriented, a science which aims to understand how teaching leads to learning."

Gutiérrez (2001:15) Defines didactics as:
"The science which studies the teaching-learning phenomena as prescriptive aspects of an efficient methodology."

Meyer, M.A., (2007) States that:
didactics refers to the science of teaching (in relation to aims, subject matter, methods, and frameworks) within a specific field.

Use open-ended questions to encourage reflection and participation.

Implement group activities or projects where students work together to solve problems or create something new.

Using interactive tools such as educational apps, simulations, or online forums can facilitate the exchange of ideas and maintain student interest.

Introducing elements such as challenges, rewards, and levels can make learning more engaging and motivating.

Encourage curiosity by allowing students to question and explore topics in depth.

Create a space where everyone feels valued and supported.

Understanding students' characteristics, interests, needs, and contexts allows for personalized adaptation of both pedagogy and teaching strategies.

Plan lessons based on pedagogical principles (such as active or constructivist learning) and teaching methodologies (such as projects, problem-solving, or collaborative learning).

Help students connect content to their own experiences and the world around them, promoting meaningful learning.

Classes were taught in lecture form, with a teacher explaining texts as students read. As a result, students debated the answers among themselves, then with somewhat older opponents, before finally interacting with the masters who taught them.

I also learned that pedagogical competence combines subject-area knowledge, a broad understanding of student learning, and experience in teaching and learning topics related to the subject area. This allows us as teachers to demonstrate the pedagogical skills necessary to adapt to the needs of students and the needs of teaching in the subject area.

In conclusion, didactics must be adaptive, taking into account and considering students' specific needs and contexts, enabling them to foster inclusive and meaningful education.

In conclusion, active interaction between teachers and students, facilitated by innovative teaching strategies, enriches the educational process and motivates lifelong learning.

In my opinion, acquiring knowledge through a video allows us to exponentially multiply the learning process thanks to watching a video.

Thanks to this technology-based teaching method, I was able to foster my motivation and active learning. It helped me boost my creativity and focus, learn at my own pace, and reinforce the concepts I'd learned.