THE STUDENT-CENTERED APPROACH IN MOROCCAN HIGHER EDUCATION, BETWEEN STANDARDS AND TEACHING PRACTICES

In Moroccan higher education, students are considered beneficiaries of the learning process. This approach seeks to engage students as active participants in their own learning. This synthesis essay discusses the current state of the role of students in the educational process. It questions the underlying system, particularly the traditional vision that continues to shape pedagogical practices. Despite recent reforms, the system still appears to be centered on teachers and the transmission of knowledge through lectures. In this context, although students are considered beneficiaries of learning, skills development, and autonomy, and are encouraged to participate, obstacles remain. The article highlights the discrepancy between normative prescriptions and teaching practices, emphasizing the need to reevaluate students roles as active participants in their own learning. The conclusion emphasizes that the transition from passive to active participation is gradual and depends on adapting institutional and pedagogical mechanisms, which the education system is attempting to achieve through reforms.