This article examines digitalisation in the Algerian school beyond the mere introduction of digital technologies, focusing on its implications for the reconstruction of the educational model. It explores how changes in knowledge, learning, and artificial intelligence require reconsidering the curriculum, learning pathways, assessment, school space and time, and the roles of educational actors. The study adopts a descriptive-analytical methodology with a critical approach, drawing on relevant academic literature, institutional reports, and studies, with particular attention to the Algerian context. The findings indicate that meaningful digital transformation requires moving from fixed curricula to dynamic ones, from uniform learning pathways to differentiated learning, and from content memorisation to competence development and performance-based assessment. It also requires reorganising school space and time, redefining the teacher’s role, and establishing conditions for continuous training, digital equity, and ethical governance. The article proposes a flexible, multi-spatial educational model in which digitalisation serves educational purposes.