Challenges and Perspectives of Pedagogical Innovation among Life and Earth Sciences Teachers in Moroccan High Schools

Abstract

This study explores life and earth sciences teachers' perceptions of Pedagogical Innovation (PI) in Morocco and identifies the main factors that hinder its implementation, with the aim of proposing actionable strategies to overcome these barriers and promote innovative teaching practices. A mixed-methods design was employed, combining a questionnaire administered to 319 life and earth sciences teachers from all regional education and training academies, and semi-structured interviews with a purposive sample of innovative teachers. Findings indicate that teachers generally hold positive perceptions of PI, characterized by openness to change, creativity, and professional commitment. Their experiences reveal a strong willingness to improve teaching, enhance student engagement, and adopt active and technology supported approaches, underscoring the potential for innovation when institutional and professional conditions are supportive. To address implementation barriers, the study recommends a coherent, system wide strategy that includes curriculum reform aligned with societal and student needs, and the integration of well-funded, innovative pedagogical projects. Strengthening teachers' capacities through continuous professional development, recognizing and rewarding innovative practices, and establishing collaborative communities of practice (both face to face and online) are essential for sustaining innovation over time. Fostering an institutional culture of innovation also requires recognizing teachers as co-constructors of pedagogical change. Creating platforms, workshops, and competitions to share innovative experiences can enhance motivation, peer learning, and collective reflection. Future research should adopt multi methodological and longitudinal designs, including classroom observations, to better understand how pedagogical innovations evolve and their long-term impact on science education.