[ La réflexivité: Compétence incontournable pour optimiser l’enseignement des soft skills dans l’enseignement supérieur au Maroc ]
Volume 42, Issue 2, April 2024, Pages 398–410
Samira Fadili1 and Belhaj Laila2
1 Laboratory of Education, Culture, Arts and Didactics of French Language and Literature (ECADLLF), Faculty of Sciences of Education, Mohammed V University, Rabat, Morocco
2 Laboratory of Education, Culture, Arts and Didactics of French Language and Literature (ECADLLF), Faculty of Sciences of Education, Mohammed V University, Rabat, Morocco
Original language: French
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Higher education in Morocco faces a persistent challenge linked to its adaptation to contemporary educational needs, highlighting the need to develop reflexivity among students to promote critical thinking and independent learning. The objective of this study focuses on the pedagogical strategies employed by higher education teachers in various disciplines to teach reflexivity.Through an in-depth survey conducted among a representative sample of teachers working at higher education institutions in Morocco, using semi-structured interviews as the main means of data collection. The results of this research are analyzed qualitatively to identify emerging trends and best practices in teaching reflexivity. This study makes a significant contribution to the understanding of educational practices aimed at developing reflexivity, offering prospects for educational innovations. The qualitative findings of this research can guide educational policymakers and practitioners towards more effective approaches to promoting reflexivity among students, thereby contributing to an overall improvement of higher education in Morocco.
Author Keywords: Transversal skills, reflexivity of learners, Simulation, Active Pedagogy, hard skills, employability of graduates, higher education.
Volume 42, Issue 2, April 2024, Pages 398–410
Samira Fadili1 and Belhaj Laila2
1 Laboratory of Education, Culture, Arts and Didactics of French Language and Literature (ECADLLF), Faculty of Sciences of Education, Mohammed V University, Rabat, Morocco
2 Laboratory of Education, Culture, Arts and Didactics of French Language and Literature (ECADLLF), Faculty of Sciences of Education, Mohammed V University, Rabat, Morocco
Original language: French
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Higher education in Morocco faces a persistent challenge linked to its adaptation to contemporary educational needs, highlighting the need to develop reflexivity among students to promote critical thinking and independent learning. The objective of this study focuses on the pedagogical strategies employed by higher education teachers in various disciplines to teach reflexivity.Through an in-depth survey conducted among a representative sample of teachers working at higher education institutions in Morocco, using semi-structured interviews as the main means of data collection. The results of this research are analyzed qualitatively to identify emerging trends and best practices in teaching reflexivity. This study makes a significant contribution to the understanding of educational practices aimed at developing reflexivity, offering prospects for educational innovations. The qualitative findings of this research can guide educational policymakers and practitioners towards more effective approaches to promoting reflexivity among students, thereby contributing to an overall improvement of higher education in Morocco.
Author Keywords: Transversal skills, reflexivity of learners, Simulation, Active Pedagogy, hard skills, employability of graduates, higher education.
Abstract: (french)
L’enseignement supérieur au Maroc est confronté à un défi persistant lié à son adaptation aux besoins éducatifs contemporains, mettant en avant la nécessité de développer la réflexivité chez les étudiants pour favoriser la pensée critique et l’apprentissage autonome. L’objectif de cette étude se concentre sur les stratégies pédagogiques employées par les enseignants du niveau supérieur dans diverses disciplines pour enseigner la réflexivité. À travers une enquête approfondie menée auprès d’un échantillon représentatif d’enseignants exerçant au niveau des institutions de l’enseignement supérieur au Maroc, utilisant des entretiens semi-structurés comme principal moyen de collecte de données. Les résultats de cette recherche sont analysés qualitativement afin d’identifier les tendances émergentes et les meilleures pratiques dans l’enseignement de la réflexivité. Cette étude apporte une contribution significative à la compréhension des pratiques pédagogiques visant à développer la réflexivité, offrant des perspectives d’innovations pédagogiques. Les conclusions qualitatives de cette recherche peuvent orienter les décideurs éducatifs et les praticiens vers des approches plus efficaces pour promouvoir la réflexivité chez les étudiants, contribuant ainsi à une amélioration globale de l’enseignement supérieur au Maroc.
Author Keywords: Les compétences transversales, réflexivité des apprenants, Simulation, Pédagogie Active, hard skills, l’employabilité des diplômés, enseignement supérieur.
How to Cite this Article
Samira Fadili and Belhaj Laila, “Reflexivity: An essential skill to optimize the teaching of soft skills in higher education in Morocco,” International Journal of Innovation and Applied Studies, vol. 42, no. 2, pp. 398–410, April 2024.
