Utilizing M-Technologies for AI-Driven Career Guidance in Morocco: An Innovative Mobile Approach

In today’s interconnected world, the significance of effective career guidance has been magnified. With the advent of mobile technologies, e-orientation and artificial intelligence (AI)-orientation systems offer a promising avenue for personalized career guidance. This paper delves into the potential of transitioning from traditional e-orientation to advanced AI-orientation systems in Morocco by employing large language models (LLMs) such as LLAMA2, GPT, and PaLM. These LLMs, renowned for their human-like text generation and contextual understanding, are proposed as the backbone for AI chatbots that can serve as virtual career counselors. Accessible via mobile platforms, these mobile chatbot interfaces can provide real-time insights on career paths, educational prerequisites, and job market dynamics and outlooks. Despite challenges such as Internet reliability, data privacy, and legislative regulations, the integration of AI-orientated systems into mobile platforms can revolutionize career guidance for Moroccan students. This paper presents a detailed roadmap and implementation for embedding these innovative technologies into Morocco’s educational framework

Teaching and Learning of Experimental Science: The Case of Chemistry in Secondary Qualifying Morocco

AbstractTeachers and students are the main actors in the educational action. The teacher is primarily responsible for the transmission of knowledge. The action of teaching is essentially to bear on the mental representations of students in order to find an entry in their cognitive systems developed. However, achieving this goal is not obvious, and common methods of teaching are not always effective. Thus, obstacles persist with regard to the education of students and hinder the educational action. Thus we conducted observations in classroom situations. We stopped with volunteer teachers who had scheduled sessions with their pupils. The research was based on an observation checklist dealing with the following topics: the approach taken by the teacher throughout the lesson, the user operating and alternation and the quality and appropriateness of the content. The analysis of the results of these observations shows the existence of a large number of obstacles to the realization of effective teaching of chemistry in Moroccan schools

Factors affecting students’ career choices in Morocco

In a changing socio-economic world, making a career choice has become a complex process that involves many factors. The study is recommended to develop appropriate guiding interventions for career exploration. For this purpose, using a quantitative approach, the study at hand seeks to explain the impact of social context on academic career development. The questionnaire has an internal consistency of about 0.71 and consists of two parts. The first deals with the socio-demographic factor and the second, presented as Likert-type items, contains 17 variables, which are expected to affect students’ career and academic choices. A total of 285 high school students responded to the questionnaire. The study has found that family and teachers’ support, as well as study plans and educational goals, play an important role in students’ career choices. Moreover, using the Mann-Whitney test and the Kruskal-Wallis test, some disparities have been noticed among pupils based on their gender and academic achievement

Teacher-training: Analysis of teachers’ representations about their impact on the teaching of the chemical reaction under the current system

AbstractWe located our research within the teacher training framework of chemistry; one of the most important disciplines contributing to pupils’ science training. However, the current methods of teaching this discipline are not always effective and do not allow the teacher to teach the pupils appropriately. In order to gain a deeper understanding of this situation and to gather information on the related limits and obstacles, we directed part of our research towards the system of teachers’ representations about the teaching of the science. We collected information from a sample of 24 of physics and chemistry teachers, who taught in secondary schools. We used the data gathered from a questionnaire sent to these teachers along with observations in certain situations. In the light of this study, we identified two major hurdles, which were:- the teachers had no confidence in the method of teaching science; and-there was no thought given to learning when the method of teaching science was constructed.To rectify this situation and achieve a more profitable outcome to teaching chemistry in the curriculum, it would be necessary to reflect upon and recast the didactic teaching methods

Self-assessment of the Progress of Thesis for the Phd Students in the Moroccan University

AbstractThe scientific research in Morocco experienced a big development for accompany the competitiveness which the world of science knows. The Phd students, representative a very important element in the university research must have the necessary skills to realize and succed this research and especially to emphasize it. This research finds oun justification in the spirit of the university towards the professionalisation of the trade of the researcher, and allows to evaluate the advance of the subjects of research of phd students of Moroccan University, through a tool for self-assesment on their capacities to judge and judge their position with their theses, because there are better placed than any other person to measure the evolution and the success of their subjects, of the advance of their research, the quality of results compared to their basic problematics. Our tool will allow to the phd students to imply itself in a process of self-assesment for giving him more visibility and more importance in the follow-up of unfolding of its theisis

Conception Et Analyse De La Structure Factorielle D’un Outil Informatisé D’évaluation Des Enseignements

Students‘ assassment of the quality of teaching and educationis a valuable tool through which lecturers can find out what the participants think of their educational task. This is a kind of assessment which is embeded right in the centre of the pedagogical act and which brings together the principal agents pertaining to the university teaching system (students, lecturers, and the staff in charge). However, this form of assessment is disputed as it encounters significant obstacles, namely difficulties in terms of the management of this assessment as well as in terms of reliability and validity of its measuring tools. This paper aims at providing the necessary steps for an elaboration and a foundation of an online measure of evaluating teaching and education. Such a computerised evaluation is to be administeredby students who are studying at the Faculty of Science, Ben M’Sik - Casablanca, Morocco. To begin with, in this online tool of evaluatin we shall describe the stages of this elaboration, includingcertain chosen criteria. Secondly, we will show the way in which the functionalities and possibilities of an online tool of assessment can effectively be handledby students within an institute of Higher Education. In concludion,we end this study by providing a factor analysis of this computerised instrument: this is to be carried out through the most important measures, namely, validity and authenticity

Which Territorial Organization To Improve The Academic Education Performance?

AbstractThe expectations of the Moroccan citizen towards the evolution of the environment have made that the Educational System (ES) requires good governance through the establishment of tools; processes and mechanisms based on management by projects, hence the need to put in place an organizational scheme that would meet the needs of the ES. For this purpose, a project for updating the functional organization of the Department of School Education has been proposed. This research through a field investigation with various officials resulted in levers of accompaniment that will evaluate the proposed organizational scheme and encourage its implementation

Les pratiques de l'évaluation des apprentissages dans l'enseignement supérieur: Cas de la faculté des sciences Ben M'Sik

A L'université comme aux autres niveaux d'enseignement, l'évaluation fait partie intégrante des tâches quotidiennes des enseignants. L'objectif  de  cet  article  est    d'examiner  les  pratiques  de  l'évaluation  des apprentissages dans l'enseignement supérieur et en particulier à  la faculté des sciences Ben M'Sik, aprês dix ans d'adoption du systême LMD (Licence, Master, Doctorat). La méthodologie de cette étude repose sur l'expédition d'un questionnaire à  un groupe d'enseignants qui ont répondu à  plusieurs items relatifs à  ces six dimensions: La discipline, les caractéristiques du cours, les outils de l'évaluation, les pratiques de l'évaluation, Communication professeur/ étudiant et l'implication du corps professoral dans l'amélioration de l'évaluation des apprentissages. Un  second  questionnaire  a  été  adressé  aux  étudiants  de  la  même  fac, constitué de trois dimensions: Filiêre, Communication professeur/ étudiant, pratiques de l'évaluation. Cette étude nous a permis de déceler un dysfonctionnement au niveau de l'évaluation des apprentissages dà» à  certaines conditions d'apprentissage (Effectif, moyens matériels et humains) et certaines pratiques et qui concernent : • Les objectifs du cou • L'absence d'un référentiel des contrôles et des examen • La Communication enseignant/étudian • Les compétences visées par l'évaluation.       • L'évaluation des prés requi • Les outils de l'évaluation utilisés qui ne sont pas diversifiés. • L'analyse des erreurs des étudia

E-learning in health professions education during the COVID-19 pandemic: a systematic review

As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students’ motivation and engagement during the COVID-19 pandemic