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September 5, 2025Journal of English Language Teaching and Applied LinguisticsOpen Access

Teachers’ Views on Curriculum, Inclusion, and Critical Pedagogy in Moroccan Secondary Schools

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Authors

AFAbdelhadi FouadMMMohamed Ben MhamedBHBrahim Hiba

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Overview

Survey reveals teachers' dissatisfaction with the national curriculum in Morocco, suggesting reforms to enhance inclusion and critical pedagogy.

Key Points

  • Teachers reported that the national curriculum is outdated and disconnected from students' realities, hindering engagement.
  • Many educators expressed concerns about high-stakes assessments and rote memorization dominating the curriculum, reducing creativity.
  • Teachers identified systemic barriers, including political interests and bureaucratic obstacles, as major impediments to reform efforts.
  • There is a pressing need for a transformation towards a culturally responsive curriculum, emphasizing equity and social justice.

Cite This Study

Fouad et al. (2025) studied this question.

synapsesocial.com/papers/68bb4de86d6d5674bcd0184ehttps://doi.org/10.32996/jeltal.2025.7.3.29
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