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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 | |
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Abstarct7-December-2023
| JULY | VOLUME 22 | ISSUE N° 1 | 2026 |
| ARTICLES | Am. J. innov. res. appl. sci. Volume 22, Issue - 6 (Pages 1-10 (July, 2026)
| ARTICLES | Am. J. innov. res. appl. sci. Volume 22, Issue - 6 (Pages 1-10 (July, 2026)
Authors Contact
*Correspondant author and authors Copyright © 2026:
| Patrick Banza 1* | Tony Kayembe 2 | et | Philomène Lungu 3 |
Affiliation.
1. Sultan Moulay Slimane University | Department of Geology | Beni Mellal | Morocco |
This article is made freely available as part of this journal's Open Access:
| [ Doi : https://doi.org/5281/zenodo.21225023 ] | ID: [Didi-Ref01-7-23ajiras040726 ]
RESUME
Background: The integration of Information and Communication Technologies in Education (ICTE) is now an essential pedagogical requirement, particularly for an experimental discipline such as Life and Earth Sciences (LES). Although several national programs have been implemented in Morocco to scale up this integration, whether these investments have translated into lasting changes in teachers’ classroom practices remains an open question. Objectives: This study, conducted among 120 LES teachers working in lower-secondary (collège) and upper-secondary (lycée) schools of the Regional Academy of Education and Training (AREF) of Drâa-Tafilalet, aims to provide an overview of equipment, training, and classroom use of ICT, and to identify the main constraints encountered. Methods: We recruited a stratified random sample of LES teachers across the five provinces of the academy and collected data through a validated 17-item online questionnaire, complemented by semi-structured interviews with a purposive subsample. Descriptive statistics and visualizations were computed in Microsoft Excel. Results: The results show a high rate of personal equipment ownership (98.2% of teachers own a personal computer) and frequent Internet use (73.5% daily), but pedagogical integration of ICT remains largely driven by self-training (55% of trained teachers) rather than structured institutional training. The main constraints identified are insufficient computer equipment in schools (73.5%), the length of school curricula (47.8%), and classroom overcrowding (38.1%). Conclusions: These findings are consistent with prior regional studies and recent international research, confirming a persistent gap between public policy ambitions and classroom reality. As the sample is restricted to one regional academy and the analysis is based on descriptive percentages, the findings should be read as regional and exploratory rather than nationally representative. Recommendations are made regarding continuing education, equipment, and pedagogical support for LES teachers.
Keywords: Digital pedagogy; Educational technology adoption; Secondary-school science education; Southeastern Morocco; Continuing teacher education; Self-training.
Background: The integration of Information and Communication Technologies in Education (ICTE) is now an essential pedagogical requirement, particularly for an experimental discipline such as Life and Earth Sciences (LES). Although several national programs have been implemented in Morocco to scale up this integration, whether these investments have translated into lasting changes in teachers’ classroom practices remains an open question. Objectives: This study, conducted among 120 LES teachers working in lower-secondary (collège) and upper-secondary (lycée) schools of the Regional Academy of Education and Training (AREF) of Drâa-Tafilalet, aims to provide an overview of equipment, training, and classroom use of ICT, and to identify the main constraints encountered. Methods: We recruited a stratified random sample of LES teachers across the five provinces of the academy and collected data through a validated 17-item online questionnaire, complemented by semi-structured interviews with a purposive subsample. Descriptive statistics and visualizations were computed in Microsoft Excel. Results: The results show a high rate of personal equipment ownership (98.2% of teachers own a personal computer) and frequent Internet use (73.5% daily), but pedagogical integration of ICT remains largely driven by self-training (55% of trained teachers) rather than structured institutional training. The main constraints identified are insufficient computer equipment in schools (73.5%), the length of school curricula (47.8%), and classroom overcrowding (38.1%). Conclusions: These findings are consistent with prior regional studies and recent international research, confirming a persistent gap between public policy ambitions and classroom reality. As the sample is restricted to one regional academy and the analysis is based on descriptive percentages, the findings should be read as regional and exploratory rather than nationally representative. Recommendations are made regarding continuing education, equipment, and pedagogical support for LES teachers.
Keywords: Digital pedagogy; Educational technology adoption; Secondary-school science education; Southeastern Morocco; Continuing teacher education; Self-training.
ARTICLE 1 PDF
Intégration des Technologies de l’Information et de la Communication (TIC) dans l’enseignement des Sciences de la Vie et de la Terre au collège et au lycée dans la région de Drâa-Tafilalet, Maroc : état des lieux, contraintes et perspectives
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Integration of Information and Communication Technologies (ICT) in the Teaching of Life and Earth Sciences in Lower- and Upper-Secondary Schools of the Drâa-Tafilalet Region, Morocco: Current Status, Constraints, and PerspectivesIntégration des Technologies de l’Information et de la Communication (TIC) dans l’enseignement des Sciences de la Vie et de la Terre au collège et au lycée dans la région de Drâa-Tafilalet, Maroc : état des lieux, contraintes et perspectives
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| Salahddine didi |. Am. J. innov. res. appl. sci. 2026; 23(1):1-10.
| PDF FULL TEXT | | XML FILE | | HTML FILE | | Abstract and Author Contact | | [ Doi : https://doi.org/5281/zenodo.21225023 ] |
| PDF FULL TEXT | | XML FILE | | HTML FILE | | Abstract and Author Contact | | [ Doi : https://doi.org/5281/zenodo.21225023 ] |