Challenges and opportunities in competency-based midwifery education: Insights from Moroccan educators

This study explores midwifery educators' perceptions of implementing the competency-based approach (CBA) in Morocco’s Higher Institutes of Nursing and Health Technical Professions (ISPITS), following national reforms to align training with international standards. Using a qualitative design based on semi-structured interviews with midwife’s educators in the Marrakech-Safi region, the research highlights the transformative impact of CBA on pedagogical practices. Thematic analysis revealed five major themes: pedagogical transformation, holistic perspective, objectives and imperatives, competency development and assessment, and institutional and pedagogical constraints. Educators recognize CBA as enhancing student engagement, adaptability, and clinical judgment, yet face challenges including infrastructure gaps, workload, and language barriers. The study underscores the need for institutional support, formative assessments, faculty training, and the use of simulation and mentorship to bridge theory and practice. These findings contribute to optimizing CBA implementation and strengthening midwifery education to meet Morocco’s healthcare needs.