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Today, the power of discourse is incontestable. Within the field of language policy and planning (LPP), language policy (LP) has been conceptualized in various ways. One paradigmshifting conceptualization is viewing LP as "discourse." The discursive power of language policies is quite real as it can be contested in official state discourses about language and language-related issues. This paper employs corpus-assisted critical discourse analysis to examine the macrodiscourses of crisis, quality, equity, equality, and change in Morocco's language policy. The study scrutinizes these discourses and explores their "manipulative" use in official policy texts. It contends that these macro-discourses are strategically used to rationalize the spread and strengthening of foreign languages to the detriment of national ones. Specifically, the analysis shows that crisis discourse serves as a powerful strategy to legitimize change and create a sense of urgency that often sidelines crucial questions about the nature and beneficiaries of the proposed changes. Furthermore, the discourse of quality ties educational "quality" to the mastery of foreign languages. Likewise, renovation and modernization discourses are found to align systematically with the promotion of these languages. Also, the rhetoric of equity in language-in-education policy appears to justify biased decisions that favour foreign language instruction, risking the perpetuation and exacerbation of existing educational inequities. Consequently, this study implies that more attention should be paid to the intricate dynamics of language policy, especially its discursive power, which could potentially amplify disparities in education systems instead of eliminating them.

This research paper delves into the origins of English as a Foreign Language (EFL) speaking anxiety in Moroccan high school students and offers potential remedies to reduce or prevent its occurrence, with a particular emphasis on encouraging a willingness to speak. The study involved 37 high school teachers who completed a questionnaire regarding their strategies to mitigate speaking anxiety and promote communication willingness among Moroccan EFL high school students. The data was collected and analyzed using SPSS. The findings reveal that anxiety stems from various factors, including linguistic issues (such as limited vocabulary, grammar challenges, and fluency), personal factors (such as learner personality and motivation), and teacher-related factors (including feedback quality and classroom activities). Moreover, the research suggests that teachers should prioritize strategies like providing positive feedback, offering praise, and incorporating collaborative work or task-based learning to reduce students' EFL speaking anxiety. Additionally, teacher participants proposed additional strategies focused on a variety of activities and methods to foster a welcoming classroom atmosphere.

Aware of the various issues involved in assessing learning, but also of the difficulties encountered in classroom practice of this pedagogical act, we set out in this article to explore and analyze the assessment practices of secondary school mathematics teachers and the conceptions they underlie. The study was conducted from a systemic perspective. We therefore targeted three aspects in our study: the conceptual, the institutional, and the docimological. Analysis of the attitudes declared by a random sample of mathematics teachers enabled us to confirm that pedagogical, and in particular cognitive, issues do not represent a priority for them in assessment practices. They focus more on the organizational aspect of examinations, with a remarkable lack of concern for docimological considerations to give credibility to the assessments carried out.

The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smile project as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.

This study examined the most common social skills among elementary school students in an intercultural environment with contextual diversity, taking age, gender and place of birth into consideration. A total of 803 students (aged 6 to 12) were assessed using the previously validated "social skills questionnaire for intercultural students in primary education". Data were analyzed by descriptive and comparative statistics using the most recent version of SPSS software taking into account sociodemographic variables about social skills. The results indicate that gender exhibits different levels of social skills. Specifically, boys present higher scores than girls to reject and end interactions as well as in the ability to make suggestions to others. Students' social skill development is influenced by their nationality since social interaction within a community and the development of specific social skills are determined by the traditions and customs of every country. It is necessary to consider the diverse profiles of students as priority targets for educational interventions aimed at fostering these types of skills which will contribute to social integration in diverse contexts. The practical implications of this study suggest that educational programs should be adapted to address gender and nationality differences in the development of social skills. Better social and cultural integration in diverse school environments help students interact effectively and develop essential social competencies in a globalized world.

Despite the importance of physics practical work in higher education, its implementation is often hampered by various constraints and problems. Technology, such as learning management systems (LMS) and mobile learning, can offer solutions to some of these problems and enrich students' learning experiences. Therefore, this research proposes a model called Practical Works in Physics via Mobile Learning and LMS (PWP-MLMS) that exploits features of LMSs and mobile devices to overcome specific challenges encountered in physics practical works and improve students' performance in these works. The model was designed, validated, and evaluated within the teaching context of a Moroccan university. To assess the model's effectiveness, 128 students in the Bachelor of Education, Physics-Chemistry specialization were randomly divided into two groups of 64 students each: an experimental group using the model for practical work on the topic of rectification and filtering in the electronics module, and a control group following the conventional method for the same practical work. The results of the evaluation showed that the proposed model can significantly reduce the time required to complete the practical work, have a positive influence on the students' technical skills, and improve the quality of their laboratory reports.

To address the challenge of improving the understanding of chemistry concepts, particularly pH, this study explored the impact of integrating educational robotics on students' motivation and learning outcomes. A total of 160 3rd-year middle school students from a public school in Meknes, Morocco, participated in the study, which was divided into an experimental group (n = 82) and a control group (n = 78). Student performance was evaluated through standardized tests, while motivation levels were gauged using a questionnaire. The findings indicated a significant increase in motivation among students in the experimental group compared to those in the control group. However, no significant differences in overall academic performance were detected between the two groups. These findings provide valuable insights for educators and curriculum developers, underscoring the importance of integrating innovative pedagogical approaches with traditional methods to enhance science education.

This study examined the integration of artificial intelligence-powered speech recognition technology within early reading assessments in Morocco's Teaching at the Right Level (TaRL) program. The purpose was to evaluate the effectiveness of an automated speech recognition tool compared to traditional paper-based assessments in improving reading skills among 100 Moroccan first to third-graders. The mixed-method approach combined pre-post standardized reading tests with qualitative feedback. Results showed students receiving the AI-enabled speech recognition assessments demonstrated significant gains in reading achievement compared to peers assessed via traditional methods. Qualitative findings revealed benefits of instant feedback and enhanced engagement provided by the speech recognition tool. This study contributes timely empirical evidence on adopting learning technologies, specifically AI-driven automated speech assessment instruments, to enhance foundational literacy development within under-resourced education systems implementing student-centered pedagogical techniques like TaRL. It provides valuable insights and guidance for integrating innovative speech analysis tools within localized teaching and learning frameworks to strengthen early reading instruction and monitoring.

For the first time, a comprehensive, multidisciplinary remedial system has been introduced in Moroccan schools designed to fill gaps in students' fundamental knowledge. The system is based on the Teaching at The Right Level (TARL) method, the principle of which is to relearn fundamentals according to the student's actual level through interactive, effective, and fun activities. This paper presents a summary of TARL's initial impact after 8 weeks of remediation. Initial analyses of 63,000 pupils show a highly promising effect of teachers in pioneering schools on fundamental knowledge in all three subjects and for all grades. Prior to the project's commencement, a placement test was conducted in September in all pioneer schools involving 300,000 pupils. The results confirmed a deep crisis in learning: almost 80% of pupils had not mastered the fundamental skills taught in the previous year. The vast majority of pupils were more than a year behind, making them highly vulnerable to the risk of failure throughout their school careers. Within this framework, an "After-TARL" test was conducted to measure the initial effects of remediation on fundamental knowledge. An initial evaluation period ran from November 1 to 3, during which all pupils in the schools were tested. Mastery rates of assessed skills multiplied by 4 in mathematics, by 3 in French, and by 2 in Arabic. These initial achievements will need to be consolidated throughout the year to become ingrained in pupils' long-term memory. We conducted an experimental investigation from November 7 to 10 with a pre-selected sample of 1400 students in 76 pioneer schools to confirm the validity of the "After-TARL" test findings in pioneer schools. The same students evaluated by instructors during the initial assessment session from November 1 to 3 were retested by us, the verifiers.

Recent research on English as a foreign language (EFL) vocabulary instruction has surged due to its inherent importance and the challenge it poses, given the vast number of words in languages. Many studies explored how reading enhances EFL students' vocabulary. However, empirical studies on how narrow reading aids beginners' vocabulary growth are lacking. Hence, this study purports to investigate the impact of narrow reading on the development of Moroccan EFL students' receptive vocabulary knowledge. An experimental pretest post-test design is adopted. 75 10th grade (common core) beginner students belonging to three groups participated in the study. The first experimental group read 4 texts on the same theme and written by the same author. The second experimental group read 4 texts written by the same author. The control group read 4 texts written by different authors on different themes. Meara's yes/no test was used to measure the participants' receptive vocabulary knowledge before the treatment. The treatment lasted seven weeks. The vocabulary knowledge scale (VKS) was used to measure students' receptive vocabulary gains. The results of a one-way ANOVA showed that the group which read texts on the same theme and by the same author outperformed the other groups. Informal discussion with the participants unveiled some factors that have eased vocabulary uptake.

Artificial intelligence (AI) has revolutionized various fields, including research and higher education. Thanks to its innovative applications, it has changed traditional teaching methods. This article aims to explore the impact of AI on these domains in Moroccan universities, focusing on its transformative influence, benefits, challenges, and future prospects. By analyzing current literature, case studies, and expert opinions, we elucidate how AI has enhanced research methodologies, empowered educators and students, and fostered innovation in academia. In addition, we discuss ethical considerations and potential concerns associated with the increasing integration of AI. Finally, we highlight the future prospects and opportunities offered by AI for research and higher education in Morocco.

Numerical sequences are one of the mathematical subjects linked to everyday life, and are taught at several levels in Morocco. However, many students still had difficulty teaching this subject, more specifically the limits of numerical sequences and the nature of convergence. The aim of this study was to analyse the learning difficulties of students in the 2nd year of the baccalaureate, experimental sciences series in Morocco. To this end, a written test consisting of 6 questions relating to the notion of convergence of a numerical sequence was administered to 60 students, followed by a questionnaire sent to mathematics teachers at the qualifying secondary level. The results show that the learning difficulties associated with this concept are of several kinds: didactic, pedagogical and epistemological. Using the "Teaching at the Right Level" approach (TARL), teachers can help learners overcome the learning difficulties of numerical sequence convergence by providing support tailored to their individual needs. This promotes progress that is more effective and a better understanding of mathematical concepts. This can help students overcome learning barriers by offering varied teaching aids and promoting a better understanding of the concepts of convergence of numerical sequences.

Purpose: This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers' positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure: 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings: The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers' beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice: The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students' language learning outcomes.

International service-learning provides valuable cultural and clinical experiences to healthcare students. Little is published on best practices regarding the design of international service-learning for maximum learning on this group. This study utilized a mixed methods approach to gather occupational therapy students' perceptions of the pre-trip preparation and experience logistics, supports, and activities during an international service-learning trip to Morocco to guide future experiences for optimal student learning. The quantitative survey indicated participants desired more clinical activities on the experience while keeping the number of cultural activities the same. The qualitative interviews revealed a desire for increased traditional clinical activities that span population, lifespan, and setting. Careful attention to the itinerary to provide balanced time in activities and allow for rest was noted. Participants also indicated qualities of activities that would enhance their learning along with the importance of structured predeparture meetings. Careful attention to the itinerary to provide a diversity of clinical and cultural activities with appropriate faculty support enhances student learning on international service-learning activities. Participants value quality over quantity, and proper experience design plays a large role in student learning during these experiences abroad.

This research investigates the multifaceted determinants of academic performance in a large-scale study of 5,092 undergraduate students across diverse Moroccan universities. We delved into demographic, academic, psychological, societal, and lifestyle factors, providing a comprehensive analysis of potential influencers on academic success. These dimensions were identified as significant predictors of academic performance, as gauged by the students' Grade Point Average (GPA). The findings reveal the intricate and interconnected nature of these factors and their cumulative influence on a student's academic trajectory. Our study emphasizes the necessity for a holistic approach that integrates not only traditional academic strategies, but also psychological support, balanced lifestyle practices, and effective societal engagement. Our research underscores the rich interplay among these variables and offers a profound understanding of their collective impact on academic performance. The derived insights could be instrumental for educators, policymakers, and researchers striving to create strategies that amplify student success. While acknowledging the inherent limitations of the study, we believe the results serve as a pivotal guidepost in the ongoing quest to optimize student academic outcomes and overall well-being.

It is asserted that task-based instruction improves the environment and makes it easier to teach English. Due to this, many EF language teachers and syllabus developers have recently turned their attention to task-based language education. With a focus on Business English instruction in Moroccan universities, this study examined ESP (English for Specific Purposes) teaching within the paradigm of task-based language teaching. For that purpose, information from a total of 234 students and 21 teachers was gathered using questionnaires. First, questionnaires were created to gather learners' opinions on the impact of the given assignments on their language development, learning processes, and skill acquisition. This study also tried to investigate how instructors felt about using a task-based approach in ESP classes. The findings indicate that both students and instructors have positive opinions and attitudes concerning (TBLT).They believed that the inclusion of this method, specifically ESP, in language instruction creates favorable teaching and learning conditions because it engages students in tasks that are pertinent to their academic and professional needs. As a result, it is advised to use a task-based approach over an extended length of time and in a manner that is most appropriate while taking into account the talents of different students in a specific classroom.

One of the top concerns of educational policies around the world is the use of digital tools in the teaching and learning process. In Morocco, the integration of technology into nursing education is taking on an increasingly prominent role, particularly after the introduction of the LMD (Licence-Master-Doctorat) system. This study investigates students' perceptions regarding the pedagogical use of digital technologies. A cross-sectional study was conducted between April and June 2022. The data were collected through a questionnaire distributed to 539 nursing students, of which 225 questionnaires were returned and analyzed. Our results show that the smartphone and laptop computer are the most commonly used technologies by students to access the internet. The majority of the students (87.11%) agree with the integration of information and communication technologies (ICTs) for pedagogical purposes. Nevertheless, 52% of students are unsatisfied with their teacher's pedagogical use of ICT. Our research adds to a large body of knowledge about the use of ICT in higher education. However, additional research is needed to investigate the integration of educational technologies in greater detail with the aim of enhancing student learning.

The present study falls into the efforts to improve practices for addressing errors produced by learners in various situations involving the calculation of integrals. We attempt to clarify as precisely as possible the types of errors that secondary school students produce when using integrals in algebraic and graphical frames. Based on the synthesis of several works dealing with errors specific to integral calculus, we have been able to outline a typology of possible errors that can be produced by students in secondary school. We determine some subcategories for the three known categories of errors: conceptual, procedural, and technical. After administering a test to a random sample of secondary school students and conducting a principal component analysis, we were able to deduce that in the algebraic frame, certain conceptual and procedural subcategories dominate, with a notable advance for errors due to failure to recognize the integrand function. In the graphical frame, errors related to technical subcategories represent a major source of the erroneous productions of the students tested.

The present paper investigates one aspect of questionable research practices relating to Arabic L1 learners of foreign languages, namely the use of statistics. The objective of the paper is to argue that reproducible research requires adopting wise practices in linguistics and that the excessive focus on quantification does not seem to serve this purpose. Statistical significance tests in quantitative research are routinely used in linguistic inquiry as well as language teaching and learning studies with a view to supporting the relevant explanatory insights in linguistics. In this article, I will expose the misuse of statistics by doctoral students in English departments of Morocco working on Arabic L1 learners' data, by highlighting some practices that are at odds with international good practices in academic research in linguistics. I will take stock of the current questionable practices in this regard to dispel some of the misunderstanding about the use of statistics which is now gaining grounds lest this becomes an orthodoxy. I will argue that research on Arabic L1 learners' data should be focused more on exploration and discovery, as well as the validation of epistemological insights than on mere descriptive quantification geared to hypothesis verification. These areas of focus constitute the crux of academic research in linguistics, but they seem to be lost in statistics in doctoral students' theses. Recommendations and solutions are provided for enhancing transparency and improving reproducibility of doctoral research outcomes to advance theory building and the delivery of new research lines in linguistics as well as to avoid the risk of research waste, in line with the requirements of open science.

One of the main objectives of international large-scale assessments is to make comparisons between different countries, education policies, education systems, or subgroups. One of the main criteria for making comparisons between different groups is to ensure measurement invariance. The purpose of this study was to test the measurement invariance of the mathematics intrinsic motivation scale across 14 countries. For this purpose, the "students like learning mathematics" scale, which measures intrinsic motivation for mathematics, was included in the TIMSS 2019 cycle. The study sample consisted of a total of 152992 students, 70192 4th grade and 82800 8th grade students from 14 different countries participating in the TIMSS 2019 cycle. Measurement invariance was tested with Multi-Group Confirmatory Factor Analysis (MG-CFA) and Alignment Method. The mathematics intrinsic motivation scale provides only configural invariance according to MG-CFA at the 4th grade level, whereas the scale provides approximate invariance according to the alignment method. At the 8th grade level, the scale provides configural and metric invariance according to MG-CFA, whereas the scale provides approximate invariance according to the alignment method. The results indicate that the mathematics intrinsic motivation scale provides approximate measurement invariance at both grade levels and that comparisons can be made between the scores of the identified countries.

Following the 9/11 tragedies, the interest in Arabic language and culture in nontraditional destinations such as MENA (Middle East & North Africa) has become vastly obscured with sociocultural and political issues. The mandate to maintain national security served to designate the language and its destinations critical, producing the hegemony of a political rationality that thrives on the globalist commodification of language and risks the homogenization of world cultures. To interrogate these essentialist discourses and others, we examine the ideologies underlying MENA host-grounded discourses to discern the valorization of the language in those destinations, as steered by the needs of globalization and power relations. Drawing upon an adapted, complementary multimodal critical discourse analysis (MCDA) approach, the current study analyzes the linguistic and visual resources of three study abroad (SA) programs' websites. We argue that the orientalist gaze is bidirectional within the host and U.S. based discourse for matters of sociopolitical and economic interdependencies and that joint constructions of global hierarchies and economic inaccessibilities remain prevalent.

In the current digital age, the integration of information and communication technologies (ICT) into teaching practices has become a determining factor in learning quality. The teachers' digital competence issue has come back to the forefront because of the schools' closure due to the COVID-19 pandemic. Our study aims to assess the sense of competence in terms of ICT use of a sample of 260 secondary school teachers in the Directorate of Education in Rhamna, Morocco, by adopting a quantitative methodology. Our findings suggested that only 26.1% of the individuals in our sample reported they feel effectively competent. The pandemic made a significant change in teachers' perceptions of the importance of ICT integration and training in the field. Moreover, a cross-analysis highlighted significant relationships between the sense of competence in terms of ICT use and six independent variables: continuous training, learning readiness, gender, age, teaching experience, and school subject. Our findings would be helpful for policymakers to guide educational policies by focusing on ICT continuous training to enhance teachers' digital competence.

The present study investigates the relationship between academic resilience and academic achievement for Moroccan university students during the COVID-19 pandemic. Additionally, it explores potential interactions of gender and level of studies with academic resilience in the same sample. Academic resilience was measured via the ARS-30 in a sample of 138 graduate and undergraduate students, while academic achievement was measured using the participants' GPA in the year of the pandemic. The results indicate that, for the whole sample, students demonstrate resilient behavior. However, high achievers showed more academic resilience than low achievers. There was no significant relationship between gender, level of studies, and academic resilience for the sample studied.

This qualitative study investigates the impact of formative assessment practices on English language teaching and learning outcomes in Morocco. Classroom observations with English language teachers and students were conducted to examine the use and effects of formative assessment practices. While English language teachers in Morocco had limited knowledge and use of formative assessment practices, the study found that their use had a significant positive effect on student learning outcomes. The effective implementation of formative assessment practices could help to improve the quality of English language teaching and learning in Morocco. The study provides insights into the benefits of using formative assessment practices in the Moroccan context and offers recommendations for their effective implementation in the English language classroom. This research could inform and guide policy and practice in English language teaching in Morocco and other similar contexts, contributing to improved outcomes. English language teachers and policymakers in Morocco can use the findings to enhance the quality of English language teaching and learning in their classrooms and institutions.

The study explored science and science education professors' nature of science (NOS) understandings and perceptions on NOS instruction before (T1), during (T2), and after (T3) a professional development (PD) series. Using repeated measures design, findings showed an increasing trend across NOS aspects. Summary scores were used to classify participants' NOS views as "alternative," "transitional," or "informed." From T1 to T3, participants (n=19) shifted from "alternative" (16%) and "transitional" (84%), to "transitional" (100%) at T2, and ended as "transitional" (53%)/"informed" (47%). There were particularly significant changes in participants' understanding of observations and inferences and the sociocultural influence on the enterprise of science. The findings did not reveal significant changes in participants' perceptions on NOS instruction. On reflective responses, however, a majority expressed a desire to learn about more NOS activities that can be used in their instruction. The study provides evidence that relatively short PDs, when implemented with explicit NOS activities, have potential to positively impact NOS understanding. While less impactful on participants' NOS instructional perceptions, it is encouraging that the majority of the participants indicated a desire to learn strategies to teach NOS. More research can help improve the efficacy of PD methods and help identify key constructs that are most relevant for perceptions of NOS instruction.

The present study explored a small-scale English medium instruction (EMI) initiative in Moroccan secondary schools, which is part of a top-down multilingual policy based on teaching science subjects through foreign languages, namely French, English, and Spanish. 18 secondary EMI teachers of math, physics and life and earth sciences were interviewed in order to understand the new policy. Following grounded theory (GT) methodology, the findings show positive attitudes towards the implementation of EMI in Moroccan education, but the teachers seemed unsatisfied with the way it has been implemented. They thought science teachers were not prepared for such a new tendency. The study also revealed that teachers' low English proficiency was considered the major challenge to the successful implementation of EMI in Moroccan secondary schools and the essential reason behind using the first language in the EMI classroom. To prepare future generations for extending EMI in the Moroccan education, the teachers called for a switch to English as the first foreign language, instead of French, in all levels of schooling, and suggested gradual introduction of EMI in primary and middle schools. The study ends with some implications for overcoming the challenges of the new policy.

Introduction: "Note-taking" is a learning strategy that requires tremendous importance in the teaching/learning process. It therefore allows for better information processing and deeper encoding (long-term memory) of information. Its adoption and mastery can improve students' learning performance. Nevertheless, it has been poorly explored in the academic environment, particularly at the higher institutes of nursing professions and health techniques in Morocco. The present research aims to determine the effect of the Cornell method on the quality of note production and learning performance among second-semester students of the Higher Institute of Nursing and Technical Health Agadir-Annex of Guelmim. Methods: This is a research project consisting of two primary studies. The first is related to a descriptive cross-sectional study exploring the practice of note-taking among students based on a self-administered questionnaire. The second is a two-group quasi-experimental study divided into two parts. The first part is devoted to determining the effect of the Cornell method on grade production quality, and the second is related to the effect on learning performance. This is based on a grid for analyzing the quality of mark production and a QUIZ for assessing students' knowledge, respectively. The study was conducted with a sample of 128 students divided into an intervention group (n=62), which received note-taking using the Cornell method, and a control group (n=66), which did not receive this training. Results: Most of the students participating in the study reported the adoption of note-taking as a learning strategy. On the other hand, more than half of them do not master it. In addition, a quarter of the students revise notes taken in the raw during exams and use this learning strategy to feel secure. The Cornell training had a positive effect on the quality of note production as well as on the student's learning performance. Conclusions: The Cornell note-taking method is recommended to be integrated into the preparation cycle of studies for the benefit of students in the first semester of Higher Institute of Nursing and Technical Health Agadir-Annex of Guelmim.

Model United Nations (MUN) has seen dramatic growth in Morocco, both at the university and high school levels. It is a popular and effective teaching tool. This paper aims to test its utility using various methodologies. It shares the results of surveys, both historic and current, conducted at Al Akhawayn University evaluating the activity among students. It also includes interviews with MUN participants, both coaches and students, at Al Akhawayn University and elsewhere. Finally, the paper evaluates whether the tool is trans-cultural or whether it is an expansion of White space.

An essential and prima facie component for effective technology integration in education and management of schools is the sense of efficacy of the school principal. This promising, but largely unexplored avenue in research was the aim of this study that sought to expose the seemingly conditions for a better understanding of school principals' sense of efficacy and its impact on the level of technology integration in Moroccan public schools. The study employed a quantitative method design using two instruments to collect data of 167 school principals. The Principal Sense of Efficacy Scale (PSES) (Tchannen-Moran & Gareis, 2004) to measure sense of efficacy and Level of technology integration (LoTi) Moersch (1999) to measure the various levels of technology integration. Findings of the study demonstrated that Moroccan school principals have a moderate sense of efficacy at (PSES) scale and low sense of efficacy at the sub-scales wherein moral-efficacy (M = 24.40, SD = 3.96), management-efficacy (M = 30.72, SD = 3.60) and finally instructional efficacy levels (M= 28.85, SD = 4.14). These significant differences in descriptive statistics reached significance in the inferential analyses as well to support the main result of this research that came out with only a modest relationship between self- efficacy and school principals' Level of technology integration.

In this article, we discuss the academic performance and impact of distance teaching of mathematics in the Moroccan education system. This educational science research, based on exploratory thinking, aimed to show the impact and challenges of distance teaching of mathematics within the Moroccan education system through examining this fundamental question: How could school programs, pedagogical organization, and the performance of pupils and teachers in Morocco best address the challenges of distance teaching of mathematics? The answer is based on a qualitative analysis of the content of the documentation that frames the teaching-learning process and the evaluation of mathematics in Morocco and, on the other hand, on the projection of research hypotheses in the field through various strategies inspired by our research objectives.

In an increasingly diverse and interconnected world, the need for the development and mastery of soft skills has perhaps never been greater. Schools can play a key role in soft skills education, but implementation in the classroom has faced a range of challenges that have impeded instruction. One solution is embedding soft skills within an extant academic curriculum, with the advantages that the academic infrastructure is already in place, and few additional materials or time are needed. This field study found that embedding soft skills had excellent outcomes, even with limited resources, materials, and training, a notable first step in the long road toward urgently needed, facilitated, and measurable soft skills instruction in the secondary school learning environment. [Note: The page range (379-396) shown on the PDF is incorrect. The correct page range is 379-397.]

In teaching, students' representations could constitute an obstacle to the construction of scientific knowledge and are often considered stable cognitive structures whose organization is sought to be inferred through questionnaires and interviews. This study aims at identifying and analyzing high school students' representations related to the concept of biodiversity. To meet this objective, a semi-structured interview and a questionnaire were used to collect data. 202 Moroccan students participated in this survey (46.5% from rural areas and 53.5% from urban areas of the "Direction Provinciale" of education of Guelmim city in Morocco). The results of the interview indicated that only 1.82% of the students gave a definition that consists of the three biodiversity dimensions, namely the species, the ecosystems, and the genetic diversity. The questionnaire results revealed a low to medium correlation between their representations and their acquired knowledge related to the concept of biodiversity dealt with in Moroccan school programs (from the discipline of "scientific activity" in the primary cycle and that of "life and earth sciences" in the secondary cycle). The results further indicated a low presence of supervised activities related to biodiversity within the school and therefore a low degree of influence on the students' representations. It was concluded that there was no effective transmission or adequate assimilation of the concept of biodiversity among the students surveyed.

The reliance on online learning systems has increased during the COVID-19 epidemic to maintain education. The effectiveness of online life and earth science instruction is assessed in this study which involves 150 first-year high school students. Methodologically, it juxtaposes elearning with traditional classroom teaching across various parameters. The study reveals that digital learning yielded better results across all considered variables (p < 0.05), irrespective of student gender (p = 0.216). Better performance was seen in subjects such as "man and the environment" and "greenhouse effect and climate change" when learning was carried out online (p < 0.001). However, no notable scoring differences were found in practical subjects such as " creation of ecological reserves to preserve biodiversity," "clean technologies to protect the environment" and " environmental education and sustainable development," (p = 0.627 and p = 0.147). Thus, e-learning proves to be a useful supplement to traditional instruction. It shouldn't be used in place of hands-on activities in all situations.

Integrating technology into teaching practices often changes teachers' work patterns. Thus, several studies have insisted on supporting such change by understanding teachers' concerns. The present study adopts the Concerns-Based Adoption Model (CBAM) as a conceptual framework to examine Moroccan teachers' concerns about integrating information and communications technology (ICT). To this end, we relied on a self-reporting instrument for a sample of teachers (n = 382) from two Regional Academies of Education. Our findings suggest that the overall profile of teachers' stages of concern (SoC) is that of "reluctant" non-users. This profile showed high percentiles for the first three SoC, a low consequence stage percentile, medium percentiles for the management and collaboration stages, and a tailing up at the refocusing stage. Furthermore, the results highlighted a positive relationship between teachers' concerns about integrating ICT and previous continuous training on the one hand and the pandemic's impact on their attitudes toward self-training on the other. In addition, significant differences in teachers' concerns regarding teaching experience and age were found. Our study provides change leaders insight into teachers' concerns about integrating technology which will help the field design appropriate interventions to reduce their limiting concerns.

The paper mainly consisted of studying the difficulties of the distance learning applied by Moroccan Vocational Training Department. An online questionnaire was completed by 286 trainees studying in the Moroccan Specialized Institutes of Applied Technology. A Multiple Correspondence Analysis (MCA), using SPSS Statistics, was conducted to analyze the pattern of relationships of model's variables. Also, the Chi-Square test of independence was used to determine if there is a significant relationship between the nominal variables. The findings revealed that many institutes' students find serious difficulties in following and understanding theirs professional training from homes. They do not attend their virtual classrooms in some distance learning's platforms such as Microsoft Teams, which need a high cost of internet connection's fees and a previous training and support program.

Within the scope of this study, a psychoeducation program based on multicultural competencies and Berry's acculturation model was developed to improve the adjustment process of international students. In this study, an explanatory sequential design was used. The study group consisted of 34 international students who volunteered for the study. The quantitative results of the study indicated that the Culture-Based Adjustment Program significantly affected the personal and social adjustment of international students. However, it did not significantly affect the adjustment to the university environment, emotional adjustment, dating relationships, and academic adjustment. The qualitative analysis yielded five major categories: (a) expectations, (b) contributions, (c) evaluation of the program, (d) leader, and (e) suggestions. The findings of this study highlight the importance of psychoeducation programs in the adjustment process of international students.

This research is part of the integration of information and communication technologies (ICT) in the Moroccan education system, our objective being to evaluate the use of computer-assisted experimentation (CAEx) in learning to encourage the authorities of the Ministry of National Education, Vocational Training and Sports to adopt the CAEx program in the teaching and learning of physics so that it becomes compulsory for all high schools. To evaluate the impact of using CAEx in the study of free oscillations of an RLC circuit (a linear circuit containing an electrical resistor, an inductor, and a capacitor). A study was conducted with 40 Moroccan students in the second year of the scientific baccalaureate option life and earth sciences at the high school Abdellah Laroui in the city of Fez, as this work aims to highlight the effect of the use of CAEx on the learning of students. Using the methodology of pre-test and post-test with an experimental group (20 students) and a control group (20 students). The results of both groups are analyzed with IBM SPSS 21 statistical analysis software the results obtained from the post-test show that the average of the tests addressed to both control and experimental groups has a significant difference. In addition, non-directive and directive interviews were conducted with the students of the experimental group. Indeed, the content of the grid of open and closed questions was elaborated in agreement with the teachers of physical sciences of the high school Abdellah Laroui, concerning the use of CAEx in learning and to know the degree of satisfaction of the integration of CAEx in the study of free oscillations in an RLC circuit. In addition, the data were processed by Sphinx v5 software. This study showed that CAEx integration had a positive effect on student learning. It can be said that CAEx plays an important role in the grasp and assimilation of scientific concepts, and it represents a solution to make the student more attentive and serious. Computer Aided Instruction can develop a spirit of initiative in the learner.

The COVID-19 pandemic necessitated a rapid shift to online professional development (OPD) for teachers. Physical education teachers face distinct challenges given the interactive nature of their subjects. This study investigated how social presence influences satisfaction with OPD among 723 Moroccan physical education teachers undertaking an 8-week online training course during the pandemic. A survey measured perceptions of social presence and satisfaction. Results showed significant positive relationships between multiple aspects of social presence and key satisfaction dimensions. Findings provide evidence that intentionally fostering social presence can optimise engagement and outcomes for online teacher training during crises. By highlighting the need to cultivate social presence, results inform improvements to promote learning. Further research should examine the causal links between presence and satisfaction facets over time. This study demonstrates the importance of social presence for effective online professional development for physical education teachers during the COVID-19 pandemic.

Modeling is a fundamental tool in the teaching and learning processes of life and earth sciences. It serves as an investigative instrument that enables students to test hypotheses and solve scientific problems. This paper presents the findings of a survey conducted among 96 Moroccan life and earth sciences teachers teaching students at the primary, junior high and high school levels. The study aims to highlight the role of modelling in life sciences instruction and explore teachers' understanding, approaches and perceptions towards models and modeling practices. A questionnaire-based methodology was employed to collect data on teachers' awareness of the significance of models in life sciences and the instructional approaches that are adopted in these models. The findings reveal Moroccan teachers' clear grasp of models' significance in teaching life sciences. Moreover, they employ similar approaches to models and modeling practices. The research highlights instructors' awareness of models' potential to increase the effectiveness and appeal of scientific instruction. It establishes modeling's pivotal role in instructing life sciences, emphasizing the need to incorporate modeling activities into the curriculum to nurture students' scientific inquiry and problem-solving skills. The study's practical implications suggest the value of training programs and professional development initiatives for teachers to promote model use in life sciences instruction. Enhancing teachers' knowledge and pedagogical strategies related to modeling can enrich science education leading to increased student engagement and achievement in the life sciences.

We tested the broad generality of a model for predicting 9th-10th grade students' STEM career expectations by age 30, focusing on hard science, mathematics and engineering professions only, known for driving innovation, research and development. The model's predictors included "motivation to learn mathematics", "gender", and "math classroom environments" (disciplinary climate, teacher support and instructional strategies fostering conceptual understanding). We used data from the Programme for International Student Assessment (PISA) 2022. Four countries were selected based on the percentage of students expecting STEM careers, representing high vs. low groups (Qatar and Morocco vs. Czech Republic and Lithuania, respectively). Analysis began with computing correlations between the variables, followed by path analyses for each country to determine both direct and indirect effects of the predictors on students' STEM career expectations. We found that motivation to learn mathematics not only directly predicted STEM career expectations but also mediated the influence of the remaining variables: "gender" (boys show higher motivation to learn math), and "math classroom environments" (students in well-disciplined math classes with supportive teachers who employ instructional strategies fostering math reasoning also demonstrate higher motivation to learn math). Remarkably, our model consistently demonstrated robustness across all four countries, despite their significant economic, ethnic, and religious diversity. Theoretically, the model reveals that 9th-10th grade students' transitory long-term STEM career expectations are shaped by their interest in mathematics, their perceived importance of the subject, confidence in their self-efficacy to succeed in math tasks, perceptions of classroom disciplinary climate, teacher support, and their exposure to instructional strategies aimed at enhancing math reasoning. Practically, it suggests widespread potential for informing interventions aimed at increasing student motivation to pursue STEM careers through improved mathematics education practices.

Combining mobile-assisted language learning (MALL) with project-based learning (PBL) might be the potential framework for enhancing EFL learners' speaking skills. However, only a few studies have scrutinised the impact of modern technologies on project work. More importantly, investigating how MALL, as a new field within ICT with unique pedagogical affordances, and PBL can enhance learners' speaking skills is still lacking in the literature. Accordingly, this study examines how integrating MALL through mobile phones and PBL, defined as mobile-assisted project-based learning or mobile-assisted projects, improves Moroccan secondary school students' speaking performance. A true experimental study was conducted with 91 students assigned randomly to one experimental group and two control groups. The experimental group received instruction through mobile-assisted projects over one semester. In contrast, participants in the first control group taught speaking through project-based learning, and participants in the second control group received traditional teaching. Two instruments were employed to collect data: a speaking pre- and post-test to evaluate the three groups' oral proficiency and a 5-Likert scale survey to detect the experimental group participants' experience and attitudes toward the implementation. Based on independent sample t tests and paired sample t tests (SPSS-26), it was found that instruction through mobile-assisted projects was considerably more effective than project-based learning and conventional teaching in enhancing learners' overall speaking performance and sub-skills: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. Further, the results of the attitude post-questionnaire demonstrated a very high positive perception of the participants toward the implementation. As a result, these findings confirm the pedagogical role of combining MALL with PBL as an innovative mode of instruction in enhancing EFL learners' speaking performance.

Members of research ethics committees (RECs) face a number of ethical challenges when reviewing genomic research. These include issues regarding the content and type of consent, the return of individual research results, mechanisms of sharing specimens and health data, and appropriate community engagement efforts. This article presents the findings from a survey that sought to investigate the opinions and attitudes of REC members from four Arab countries in the Middle East and North Africa (Egypt, Morocco, Sudan, and Jordan) toward these ethical issues. Our findings suggest that efforts are required to better familiarize REC members with the requirements for ethical biobank research. Additionally, we recommend that further research is undertaken with REC members regarding the main items that should be present in the Material Transfer Agreements/Data Transfer Agreements in their corresponding countries and the type of consent that should be used in genomic research.

As a contribution to the ongoing studies on English as a medium of instruction (EMI) policy in non-native English-speaking countries, we explored the implementation of EMI in public upper secondary schools in the region of Rabat-Salé-Kénitra in Morocco as a case study. In particular, we examined EMI public upper secondary school teachers' perceived benefits of teaching maths and science through English. Semi-structured interviews were conducted with six EMI public upper secondary school maths and science teachers, who were the total number of the teachers recruited by the Moroccan Ministry of National Education in the whole region in the 2021-2022 academic year. The findings revealed that four teachers considered their EMI teaching experience to be beneficial. Using EMI improved their English language proficiency, made access to teaching resources easier, encouraged them to read more content in English and collaborate with English language teachers, enabled them to develop a bilingual teaching expertise in both English and French and diversify their language abilities. However, two EMI teachers considered using EMI as a burden. They cited difficulties with the additional lesson planning required. Additionally, lack of prior EMI teaching experience and training also made their EMI experience difficult. Suggestions for improvements included additional training and providing more compensation for teaching EMI courses, to account for the extra work and time required.

Over the last two decades, several studies have overlooked at-school belonging and engagement, two dimensions that are associated with several positive outcomes. However, the relative influence that contexts and interventions may have on these components has received much less attention. In this study, school belonging and engagement were examined as a function of the implementation and application of classroom rules. The study took place in two Moroccan schools, and participants were 238 students from 9th grade (101 boys, 137 girls; M[subscript age] = 15.1) living in the cities of Casablanca and Témara. They all completed a questionnaire that allowed to measure their belonging and engagement in conjunction with the manner in which rules are implemented and applied. Correlational and structural equation modeling methods were used to analyze the aforementioned relationships. Results showed that implementation of classroom rules had a positive effect on school belonging, which, in turn, had a positive effect on school engagement. These results indicated the need to conduct further empirical research to measure the contribution of classroom management practices on school belonging.

This paper set out to explore online users' perceptions, attitudes, and practices towards mis/disinformation on social networking sites and investigate how they engage with, identify, and evaluate information disorder on social networking sites. The correlation study provides empirical insights into the complex relationship between digital media literacy and online information processing. To this end, a web-based survey was administered to gauge Moroccan undergraduate students' digital media literacy skills, particularly in what regards their ability to identify and evaluate the credibility of information online. The data obtained are consistent with the hypothesis guiding this research that there is a significant relationship between digital media literacy skills (DMLS) and students' ability to identify information disorder online (IDO). Based on the empirical findings, important implications and strategies for higher education institutions are addressed to help students become more digitally media literate consumers of information.