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| Info-AJIRAS-® Journal ISSN 2429-5396 (Online) / Reference CIF/15/0289M |
American Journal of Innovative Research & Applied Sciences
|
American Journal of innovative
Research & Applied Sciences
Research & Applied Sciences
ISSN 2429-5396 (Online)
OCLC Number: 920041286
OCLC Number: 920041286
| ISSN: 2429-5396 (e) | https://www.american-jiras.com | |
| Web Site Form: v 0.1.05 | JF 22 Cours, Wellington le Clairval, Lillebonne | France |
| Web Site Form: v 0.1.05 | JF 22 Cours, Wellington le Clairval, Lillebonne | France |
Abstarct7-December-2023
| AUGUST | VOLUME 23 | ISSUE N° 2 | 2026 |
| ARTICLES | Am. J. innov. res. appl. sci. Volume 23, Issue - 2 (Pages 1-8 (August, 2026)
| ARTICLES | Am. J. innov. res. appl. sci. Volume 23, Issue - 2 (Pages 1-8 (August, 2026)
Authors Contact
*Correspondant author and authors Copyright © 2026:
| Hanane Achaq 1*| Safia Basla 1| Youssef El Guamri 2| Youness Rakibi 2| Omar Amahmid 2| Raja Moussaoui 3| and |
Said Chakiri 4|
Affiliation.
1. Ibn Tofaïl University | Faculty of Sciences - Department of Geology | Geosciences and Natural Resources Laboratory | Kenitra | Morocco |
2. Regional Center for Education and Training Professions (CRMEF) Marrakech-Safi Department of Life and Earth Sciences | Multidisciplinary Laboratory for Research in
Didactics, Education, and Training | Marrakesh | Morocco |
3. Sidi Mohamed Ben Abdellah University | Faculty of Technical Sciences | Laboratory for Research in Science and Engineering | Fez | Morocco |
4. Mohamed V University | Scientific Institute | Rabat | Morocco |
This article is made freely available as part of this journal's Open Access:
| [ Doi : https://doi.org/10.5281/zenodo.21805645 ] | ID: [Achaq-Ref03-1-23ajiras220726]
RESUME
Introduction: All countries should aim to transform their education systems to make them sustainable and resilient in the face of climate change. To achieve this, teachers and educational support staff must all be able to fully implement green education. Objectives: The objective of this article is to assess the perceptions of future Life and Earth Sciences (LES) teachers at the Regional Centers for Education and Training (CRMEFs) in Morocco regarding the energy transition. Methodology: Future teachers were invited to complete an online questionnaire, consisting mainly of open-ended questions, via a personalised electronic link. Results: Analysis of 145 questionnaires distributed to the target population shows that most of the prospective teachers surveyed are familiar with the concepts of energy transition and renewable energy. However, the application of these concepts in the classroom appears to depend on their academic knowledge, pedagogical training, and practices within schools. Conclusion: Our study, therefore, leads us to examine how pre-service teachers’ understanding of the concept of energy transition is put into practice and how learning is structured, particularly in light of changes to the Life and Earth Sciences (LES) curriculum in Morocco.
Keywords: Representation, Life and Earth Sciences (LES), future teachers, energy transition, Morocco.
Introduction: All countries should aim to transform their education systems to make them sustainable and resilient in the face of climate change. To achieve this, teachers and educational support staff must all be able to fully implement green education. Objectives: The objective of this article is to assess the perceptions of future Life and Earth Sciences (LES) teachers at the Regional Centers for Education and Training (CRMEFs) in Morocco regarding the energy transition. Methodology: Future teachers were invited to complete an online questionnaire, consisting mainly of open-ended questions, via a personalised electronic link. Results: Analysis of 145 questionnaires distributed to the target population shows that most of the prospective teachers surveyed are familiar with the concepts of energy transition and renewable energy. However, the application of these concepts in the classroom appears to depend on their academic knowledge, pedagogical training, and practices within schools. Conclusion: Our study, therefore, leads us to examine how pre-service teachers’ understanding of the concept of energy transition is put into practice and how learning is structured, particularly in light of changes to the Life and Earth Sciences (LES) curriculum in Morocco.
Keywords: Representation, Life and Earth Sciences (LES), future teachers, energy transition, Morocco.
ARTICLE 1 PDF
Friday, September 19, 2025
EDUCATION ON RENEWABLE ENERGY: PERCEPTIONS OF FUTURE LIFE AND EARTH SCIENCES TEACHERS IN MOROCCOSend Comments
| Hanane Achaq 1*| Safia Basla 1| Youssef El Guamri 2| Youness Rakibi 2| Omar Amahmid 2| Raja Moussaoui 3| and | Said Chakiri 4|. Am. J. innov. res. appl. sci. 2026; 23(2):1-8.
| PDF FULL TEXT | | XML FILE | | HTML FILE | | Abstract and Author Contact | | [ Doi : https://doi.org/10.5281/zenodo.21805645 ] |
| PDF FULL TEXT | | XML FILE | | HTML FILE | | Abstract and Author Contact | | [ Doi : https://doi.org/10.5281/zenodo.21805645 ] |