The COVID-19 pandemic prompted an unprecedented global shift towards online education, affecting over a billion students worldwide. In response, governments turned to digital platforms to ensure uninterrupted learning. Moroccan educators, too, navigated this transition, employing various technological tools to design and deliver virtual classes. This study aims to support future research, improve educational practices, and inform policy decisions by offering valuable insights into online education in Morocco. It also investigates the adaptive strategies used by Moroccan teachers during the COVID-19 outbreak, focusing on their pedagogical approaches and innovations in online instruction. Drawing from the theoretical framework of Online Collaborative Learning (OCL), data was collected through an online survey questionnaire administered to 842 teachers across different regions of Morocco. Statistical Package for Social Sciences (SPSS) software was utilized for data analysis. The results illuminate the diverse strategies teachers employ to engage students in the virtual classroom, shedding light on effective practices that emerged amidst the challenges posed by the pandemic. This paper contributes valuable insights into the dynamic landscape of online education in Morocco, highlighting the innovative approaches adopted by educators during the pandemic. By understanding and documenting these strategies, educational stakeholders, policymakers, and future digital learning initiatives can better support and enhance online teaching practices for future academic challenges. Keywords: Online Learning, Distance Teaching and Learning, Teacher Preparedness, Online Assessment, Student Engagement, Moroccan Teachers.
Elhassane EL HILALI (Wed,) studied this question.