Towards a New Educational Engineering Model for Moroccan University Based on ICT

Meriyem Chergui, Ahlam Tahiri, Aziza Chakir, Hajar Mansouri


Today, Moroccan decision makers of higher education are aware of the importance of digitalization for the improvement of the educational system and their alignment with international standards. This is the reason why several priority programs have been launched in recent years: Digital Work Environment, Network Virtual Campus and digital gadgets distribution operations. Meanwhile, the pedagogical impact remains limited on the scale of the Substitution, Augmentation, Modification and Redefinition (SAMR) model of Information and Communication Technologies. The present work relates to an engineering model that aims to reach the level of maturity of successful pedagogical models and to make possible the use of digital tools not only in a quantitative way, but also on qualitative and measurable way compared to the performance indicators of Moroccan university. The aim of the article is to propose a pedagogical meta-model for Moroccan university designed from a national high education perception study. The model is implemented by IMS LD, involving digital tools and different pedagogical objects in an environment that is both educational and entrepreneurial to catch the gaps in methodologies and content. This model allows the teacher to make available to the student necessary information, methods and techniques in an easy way. The model is integrated into a digital environment, dynamic and open to the business world.


Information Technology; Moroccan university;IMS LD; pedagogic scenario;educational engineering

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International Journal of Engineering Pedagogy (iJEP) – eISSN: 2192-4880
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