The integration of information and communication technologies in the teaching of scientific disciplines multiplies the teaching capacities which makes it possible to approach scientific concepts and notions. In the same context, the use of graphic animations for learning is more and more frequent, especially to show complex, invisible and dynamic phenomena. The main objective of our work is to examine the impact of graphic animations on the learning of innate immunity by third-year college students. To do this, a sample of 66 students was divided into a control group (n=33) and an experimental group (n=33) whose only difference was the use or non-use of graphic animations. The two groups of students took a knowledge test twice: The first before the course (pre-test) and the second after the course (post-test). Statistical analyzes were performed with the independent samples t-test to compare the post-test scores as well as the relative learning gain between the two groups of students. The results showed clearly that the grades and the relative learning gain of students in the experimental group (taught with the animations) are higher and significantly different from those of the students in the control group (taught in the traditional way). This shows that teaching with graphic animations can have a very positive impact on student learning and on improving their academic performance.

Unlike the official candidates who have been trained in the preparation cycle in the preparatory cycle for the Aggregation of Life and Earth sciences in Morocco, the competition of the Aggregation of this discipline is more and more feared by the free candidates (holders of Master, DEA, DES and PhD) who come directly to this competition without initial training. Indeed, since its creation in Morocco in 1991, none of the candidates could even succeed in writing the contest. This work, intended for free candidates, aims to contribute, via new technology, to a training of these candidates to improve their preparation for the written tests of cell biology and physiology of the contest. The results of an exploratory study conducted with two groups of free candidates, control and experimental, emphasize that distance learning, via ICT, could be a promising alternative for effective preparation for the written exams of the competition of the Aggregation of Life and Earth sciences in Morocco. The differences observed between the two groups of candidates highlight an improvement in the cognitive and methodological skills of these candidates.

To address the problems related to the teaching of life and earth sciences and to develop effective educational activities, the Moroccan Ministry of National Education has selected and trained competent teachers: aggregates in life and earth sciences with both high-level general scientific knowledge and pedagogical and didactic skills evaluated respectively by written and oral tests. The candidates for the Aggregation competition are double: - Official candidates with initial training in the preparation cycle for Aggregation; - Free candidates from universities (Master, DEA, DES, Doctorate), who enter the competition directly without specific prior training. However, this competition is increasingly posing problems for candidates: the overall success rate in this competition is 16.8% among official candidates, but no free candidate was able to succeed even in writing test of this competition. This work aims to clarify the problems and difficulties faced by candidates in the written competition. To do this, we proceeded to a rigorous analysis of the results of the written competition to highlight the jury's recommendations, also to a critical analysis of the preparation programs for this competition to measure their alignments with the specificity of the written subjects of the competition. Thus, we were able to demonstrate, that the consequences of university teaching are palpable on the results of the candidates to the competition of the Aggregation of Life and Earth Sciences.