STEM INTEGRATION IN MOROCCAN SECONDARY SCHOOLS: TEACHERS’ PERSPECTIVES ON BARRIERS AND ENABLERS
DOI:
https://doi.org/10.37870/ce3qzd32Keywords:
STEM education – Morocco – Teacher perceptions – Self-reported practices – Barriers – Enabling factors – Interdisciplinary teaching – Educational integration – Working conditions – Professional developmentAbstract
This paper outlines the main aspects of a project focusing on STEM (Science, Technology, Engineering, and Mathematics) education in Moroccan schools. Although STEM subjects are now part of the national curriculum, little is known about how STEM teaching is actually implemented in this context, particularly regarding the factors that facilitate or hinder its integration. To explore how teachers incorporate STEM-based teaching in Moroccan schools (as self-reported), we surveyed science and technology teachers working in middle and high schools across the country. A convenience sample of 51 teachers was formed, and in the spring of 2022, participants completed an online questionnaire on STEM teaching. Using NVivo software, we conducted an interpretive qualitative analysis of the collected data.
While the majority of respondents reported integrating STEM into their teaching, the findings reveal significant structural and pedagogical challenges, including limited access to resources, large class sizes, and disciplinary fragmentation. At the same time, they highlight key enabling factors, such as improved working conditions, stronger interdisciplinary coordination, and expanded professional development opportunities. These results underscore the need for systemic support to facilitate the effective integration of STEM education within the Moroccan context.
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