Moroccan secondary geology education
Barriers and cross curricular solutions
DOI:
https://doi.org/10.32674/qwcew856Keywords:
curriculum reform, geology teaching, obstacles, Morocco, secondary educationAbstract
Despite the integration of Earth Sciences into Moroccan secondary education, geology teaching faces multiple obstacles. This study provides a multi‑dimensional analysis of curricular, didactic, epistemological, linguistic, and ideological barriers. Using a mixed‑method design, we analysed official curricula (2007–2025), six textbooks, 47 articles, and surveyed 120 Life and Earth Sciences teachers. Results show that geology accounts for only 17% of total instructional time and is absent from three of seven major streams. 78% of teachers feel unprepared to teach geological time, 65% never use physical models, and only 12% of schools organise field trips. In French‑medium sections, 65% of students score below 50% on geology assessments (vs. 41% in Arabic sections). 72% of students confuse human and geological time scales. We propose evidence‑based remedies: curriculum restructuring (25% of LES time), mandatory field trips, physical modelling, ICT integration, and teacher training in conceptual change approaches.
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