Education for Sustainable Development and Teaching Biodiversity in the Classroom of the Sciences of The Moroccan School System: A case study based on the Ministry’s grades and school curricula from primary to secondary school and qualifying (Published)
Biodiversity education increases human awareness in order to maintain the services provided by natural ecosystems. Hence, the interest in implementing educational projects targeting biodiversity education. However, it is important to integrate this concept into school curricula. Although it is a seemingly complex concept, biodiversity is now considered an indicator of sustainable development and is of strong educational interest. Education for sustainable development can be provided through science education on the concept of biodiversity. Thus, this chapter is reserved for qualitative and qualitative analyses in which we present the place of education for sustainable development and the concept of biodiversity in our science education curricula.
Multidimensional Analysis of The Integration Factors of ICT in Education: A Case Study Through The Moroccan Genie Program (Published)
With the aim of ensuring scientific dissemination that we describe the English version of our article published in French in ESJ (Samiha, 2016). This article focuses on the integration of ICT in high-school level within the framework of teaching of Life and Earth Sciences (SVT in French). The experimentation was conducted with a sample of 112 Moroccan teachers from the region of Fez-Boulemane, who responded to a questionnaire of 16 modalities related to the availability and the use of ICT tools, the educational management of ICT in class, and the trainings and competencies of the teachers in ICT and computing. In order to make an original contribution to the study of the integration of ICT, we adopted a multidimensional analysis in the treatment of the answers of the teachers. Thus, thanks to a Factorial Analysis of Multiple Correspondence (FAMC), we could take account of the links which exist between the various modalities of our questionnaire to get to identify the most discriminating factors in the integration of ICT, according to their order of importance. The results of this analysis led to three factorial axes cumulating an absolute inertia of 70%, respectively representing «the pedagogical contribution and the fundamental conditions of a successful integration of ICT», «the advanced competencies in ICT and computing» and «the difficulties of using ICT in class». These axes, in this hierarchy, ultimately represent the most discriminating factors for a successful integration of ICT.
In light of empirical experience from Morocco, combined with new possibilities afforded by Information and Communication Technology (ICT), there is a wish to integrate new technologies into distance education to help solve a set of problems identified in the initial training at the Regional Centre for the Professions of Education and Training of Fez. The results of a study conducted among 71 trainee teachers of the Earth and Life Sciences allow us to conclude that Open and Distance Learning (ODL) could constitute a promising solution to address the many challenges linked to the initial training of teachers in Morocco. Finally, the trainee teachers’ experience with ODL has also strongly contributed to their eagerness to integrate ICT in their subsequent teaching practices.