Teaching Drama in Moroccan Higher Education: Examining the Disparity between Curriculum Intentions and Pedagogical Practices: The Case of Moulay Ismail University

Abstract

The present study examined the significant disparity between curricular intentions and pedagogical practices in drama education at Moulay Ismail University in Morocco. This research uncovered a substantial gap between the designed curriculum and its practical implementation through a comprehensive analysis of official course descriptions and systematic classroom observation. The findings revealed that while course documents demonstrate thoughtfully articulated objectives and genre-specific considerations, actual classroom practices remain largely tied to traditional teaching methods, hampered by various infrastructural and pedagogical challenges. The research identified critical areas requiring intervention at different levels, especially curriculum design, resource allocation and teacher professional development, particularly in professional development. These findings contributed significantly to our understanding of implementation challenges in specialized educational programs and provided practical recommendations for improving drama education delivery in higher education. The study’s implications extended beyond Moulay Ismail University, offering valuable insights for other departments of English nationwide facing comparable challenges in drama education implementation.