Environmental education is gaining increasing recognition in Morocco as a fundamental pillar for achieving the Sustainable Development Goals (SDGs). Within this context, school-based environmental clubs play a crucial role in promoting awareness and building climate resilience among students at various educational levels. These clubs serve not only as platforms for ecological engagement but also as practical tools for embedding sustainability into everyday learning. This study explores the main factors that influence the creation, activation, and effectiveness of environmental clubs in Moroccan schools. Relying on a quantitative survey conducted with 42 respondents, including both teachers and school administrators, the research highlights several key enablers. Among the most significant are access to adequate training in environmental education, the presence of strong institutional support, and the availability of sufficient resources. The analysis uses descriptive statistics, chi-square testing, and a Weighted Average Index to better understand the relationships between these variables. Findings reveal a strong correlation between environmental training and the initiation of clubs, although this does not always translate into high levels of student engagement. The main obstacles identified include insufficient time, lack of funding, and a shortage of appropriate educational materials. In conclusion, the study emphasizes the importance of expanding training initiatives, dedicating specific time within school schedules, and improving access to materials. These steps are essential to fully integrate environmental clubs into the Moroccan educational system and to enhance their overall impact.
Hmid et al. (Tue,) studied this question.
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