This study employs an online content analysis approach to examine the current modules of study in Moroccan public universities that teach foreign languages. The research provides a detailed analysis of both the content being taught and the ways in which public universities frame the merit of foreign language education. Findings indicate that there is a clear dominance of French and English in university curricula. This linguistic focus reflects a broader trend of institutional isomorphism, with many universities offering similar programmes that overlook important strategic languages. The study highlights the need for greater diversity in foreign language offerings within the curriculum and a more deliberate alignment with national priorities in foreign language education within Moroccan public higher education. This article was published open access under a CC BY licence: https://creativecommons.org/licenses/by/4.0/ .
Zaina Smare (Wed,) studied this question.