Transforming Moroccan Public Schools: Innovative Teaching Practices for Students’ Well-Being and Teachers’ Professional Growth

Abstract

The COVID-19 pandemic and the AI-driven digital transformation have significantly disrupted conventional teaching methods, leading to the most severe educational crisis to date (United Nations, 2020; UNESCO, 2020a, 2020b, 2023). While these disruptions presented major challenges for educators (Hargreaves & Fullan, 2020), they also created opportunities to redefine education, moving beyond traditional curricula and practices. In this volatile and evolving landscape, fostering inclusive learning environments and prioritizing teachers’ innovative approaches is crucial for effective educational transformation. Understanding these shifts will help identify the necessary support systems, skills, and strategies teachers and students need to adapt (Schleicher, 2020; OECD, 2025). This study aims to investigate the implementation of innovative teaching practices to enhance teachers' professional development, improve student well-being, and restore trust in Moroccan public schools. It examines how student-centered and engaging pedagogies contribute to creativity, resilience, and academic engagement, while also supporting teacher professional growth. Using action research methodology, this study integrates quantitative and qualitative methods. The findings indicate that innovative practices significantly enhance students' creativity, resilience, and engagement, while also contributing to teachers' professional development. The study emphasizes the importance of fostering effective, engaging, and student-centered learning environments, providing insights into how education can be reconceptualized and transformed to address future challenges.