Towards an Empowering Education in Morocco: Primary School Teachers’ Pedagogical Practices and Implementation Challenges

Authors

Keywords:

Learner Autonomy, Empowering Education, Pedagogical Practices, Implementation Challenges

Abstract

Learner autonomy, considered an essential transversal skill, is supported by various pedagogical practices. This study aims to identify the pedagogical practices that promote learner autonomy in Moroccan primary education and examine the reasons behind their adoption. Adopting a mixed-methods approach, the study involved a sample of 258 primary school teachers from three Moroccan regions. Quantitative data, collected through a five-point Likert scale questionnaire, were analyzed using descriptive analysis and non-parametric Kruskal-Wallis and Dunn’s post-hoc tests. Qualitative data, obtained from semi-structured interviews with a sub-sample of teachers, underwent thematic analysis. The results reveal highly uneven adoption of autonomy-supportive practices. Exploratory learning and adaptive support are relatively well-integrated, while self-directed digital learning and learner involvement in educational decisions remain marginal. Further analysis shows significant differences between these practices (p < 0.05), suggesting a preference among teachers for structured approaches over learner-centered autonomy strategies. The study also highlights several major barriers, including insufficient professional training, limited institutional support, inequalities in access to digital resources, and a school culture still largely focused on academic performance. These factors hinder the adoption of autonomy-supportive practices, particularly digital self-learning and active student participation in educational choices. These findings underscore the need for systemic reforms to enhance the integration of autonomy-promoting teaching practices. It is recommended to strengthen continuous teacher training, with a particular emphasis on digital tools and participatory methodologies. Furthermore, reducing inequalities in access to digital resources is essential to ensure equitable learning opportunities for all students.

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Author Biographies

Fatima Zahra Lotfi, Hassan II University

Doctor of Educational Sciences and Associate Professor at the École Normale Supérieure (ENS), Hassan II University, and active member of the Multidisciplinary Laboratory of Educational Sciences and Training Engineering (LMSEIF).

 

My research focuses on:

  • Pedagogical practices and their impact on the quality of learning and skills development,
  • Innovative pedagogical methods and approaches,

Tono Suwartono, Universitas Muhammadiyah Purwokerto

Suwartono – better known as Tono SUWARTONO in the academic and publication sphere - is a Professor of English Language Teaching at Universitas Muhammadiyah Purwokerto, Indonesia. He holds a bachelor's degree in English Language Teaching, a master’s degree in Linguistics for Language Teaching, and a Ph.D in Language Education. In addition, he is an internationally certified TESOL trainer. Since his first debut in the 1990s, he has conducted countless research studies and extensively published articles in national, international, as well as reputable international journals. He has travelled to tens of countries to present at conferences and published them in conference proceedings. He has also productively authored books. He has trained thousands of teachers nationwide. His workshops include those on educational research, academic writing, test and testing and educational evaluation, learning and teaching methodology, language education, Teaching English as a Second Language (TESL), Teaching English as Foreign Language (TEFL/TESOL), and motivational programs. Besides working for the Govt programs such as Independent Watch Team for the school national examination and Instructor and Supervisor for Teacher Certification Program, he also serves as a peer reviewer for several journals within Indonesia and beyond, including seven internationally reputed journals indexed in Scopus. Visit the Websites & social links listed below for more details about him.

 

Sri Nurhayati , IKIP Siliwangi

Dr. Sri Nurhayati is an Associate Professor at IKIP Siliwangi, specializing in digital literacy, community empowerment, parental education, and adult education technology. Her research includes early childhood education, parental involvement, and digitalization in education, with significant contributions to the study of Society 5.0. Dr. Nurhayati has authored impactful works such as "Parental Involvement in Early Childhood Education for Family Empowerment in the Digital Age", “Improving Equivalency Education Program Package C Students’ English Vocabularies Using Flashcard Media”, “Improving Early Childhood Teachers Skills In Creating

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Published

2025-11-10

How to Cite

Lotfi, F. Z. ., Suwartono, T., Nurhayati , S. ., & Chotimah, S. (2025). Towards an Empowering Education in Morocco: Primary School Teachers’ Pedagogical Practices and Implementation Challenges. International Electronic Journal of Elementary Education, 18(1), 13–24. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/2471

Issue

Vol. 18 No. 1 (2025): IEJEE

Section

Articles