Laboratory of Education, Culture, Arts and Didactics of French Language and Literature (ECADLLF), Faculty of Sciences of Education, Mohammed V University, Rabat, Morocco
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.