This study addressed the challenges students face in learning thermodynamics concepts in higher education in Algeria, focusing on their nature, causes, and types. The study adopted a descriptive and analytical approach and targeted university students majoring in chemistry and physics during the academic year 2024/2025. The sample included 112 students who were randomly selected. The study used tools such as questionnaires, interviews with faculty members, and field observations within classrooms to collect data. The results showed significant difficulties in understanding basic concepts such as internal energy, the relationship between heat and work, enthalpy, and entropy. We also observed that students have difficulty distinguishing between theoretical principles and their practical applications, with misconceptions about thermodynamics concepts. The results also revealed a weakness in students' mathematical background and prior knowledge, which complicates the subject. Based on these findings, the study recommended revising curricula to include interactive practical applications that link theoretical and applied concepts, in addition to improving teaching methods.

Thermodynamics concepts, learning difficulties, university education, alternative conceptions, teaching methods