Environmental education (EE) is central to achieving the Sustainable Development Goals (SDGs), particularly in contexts where inequalities constrain access to quality learning. This systematic review, conducted under PRISMA 2020, synthesizes 35 peer-reviewed studies and policy documents (2021–2024) to examine Morocco’s EE policies and practices in light of global frameworks and post-pandemic challenges. Findings reveal strong discursive alignment with SDG 4.7 and UNESCO’s ESD 2030 Roadmap but persistent implementation gaps. Rural and peri-urban schools face resource shortages, teacher training remains limited, and environmental clubs rely on short-term projects without stable institutional support. The COVID-19 pandemic exacerbated these challenges while opening opportunities to integrate health–environment education, digital tools, and adaptive pedagogies. To strengthen transformative EE, reforms should focus on participatory and place-based teacher education, institutionalization of environmental clubs, reduction of territorial inequalities, and creation of a national monitoring dashboard aligned with SDG 4.7. Expanding longitudinal and participatory research designs is also critical to capture causal dynamics and inform policy. By highlighting both systemic barriers and emerging opportunities, this review provides actionable directions for accelerating Morocco’s transition from informational to transformative EE, while offering transferable insights for other Global South contexts.
Riouch et al. (Mon,) studied this question.
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