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Towards an Empowering Education through the Promotion of Learner Autonomy in Morocco: Pedagogical Practices and Implementation Challenges

Year: 2025

Type: article

Abstract: Learner autonomy, considered an essential transversal skill, is supported by various pedagogical practices. This study aims to identify the pedagogical practices that promote learner autonomy in Moroccan primary education and examine the reasons behind their adoption. Employing a mixed-methods approach, the study involved a sample of 258 primary school teachers from three Moroccan regions. Quantitative data, collected through a five-point Likert scale questionnaire, were analyzed using descriptive analysis and non-parametric Kruskal-Wallis and Dunn’s post-hoc tests. Qualitative data, obtained from semi-structured interviews with a sub-sample of teachers, underwent thematic analysis. The results reveal highly uneven adoption of autonomy-supportive practices. Exploratory learning and adaptive support are relatively well-integrated, while self-directed digital learning and learner involvement in educational decisions remain marginal. Further analysis shows significant differences between these practices (p < 0.05), suggesting a preference among teachers for structured approaches over learner-centered autonomy strategies. The study also highlights several major barriers, including insufficient professional training, limited institutional support, inequalities in access to digital resources, and a school culture still largely focusing on academic performance. These factors hinder the adoption of autonomy-supportive practices, particularly digital self-learning and active student participation in educational choices. These findings underscore the need for systemic reforms to enhance the integration of autonomy-promoting teaching practices. It is recommended to strengthen continuous teacher training, with a particular emphasis on digital tools and participatory methodologies. Furthermore, reducing inequalities in access to digital resources is essential to ensure equitable learning opportunities for all students.

Source: lnternational Electronic Journal of Elementary Education

DOI: 10.26822/iejee.2025.416

Authors: Fatima Zahra Lotfi, Tono Suwartono, Sri Nurhayati, Siti Chotimah

Institution: University of Hassan II Casablanca

Language: English

Topic: Innovative Teaching and Learning Methods

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: gold

Estimated APC paid: $350