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.

Teacher training in Morocco is considered one of the most essential elements of all reforms of the Moroccan education system. In view of the increasing number of schoolteachers recruited in recent years, coupled with the use of regional employment that has replaced the short experience of contract employment, the issue of teacher training has become even more important, whether it be initial or in-service training, to professionalize the sector. If initial training is carried out in training centers dedicated to this mission, continuing education takes several forms (continuing education cycles, pedagogical meetings, accompaniment...). Our objective was to focus on one of the mechanisms of continuing education adopted in Morocco, namely «coaching and learning by doing». Building on the study and analysis of the quantitative evolution of the number of accompanying teachers and accompanied teachers within the Regional Academy of Education and Training Rabat Salé Kenitra since 2015, and a study conducted via a questionnaire addressed to the teachers concerned, we were able to notice that considerable efforts have been made and a satisfaction among the «accompanied», however, there are still components that need to be developed by the concerned authorities.