Teachers’ Views on Curriculum, Inclusion, and Critical Pedagogy in Moroccan Secondary Schools

Abstract

Since its independence, Morocco’s centralized educational system has struggled to address cultural diversity, social inequality, and the need for comprehensive pedagogical and curricular reform, as reflected in official narratives such as the National Charter for Education and Training (1999), the Emergency Plan (2009–2012), the Strategic Vision 2015–2030, and the Framework Law 51.17. This study critically examines the perceptions of secondary school teachers regarding the national curriculum, with a focus on inclusivity, cultural relevance, and critical pedagogy. Data were collected from 124 teachers across diverse public schools via an online questionnaire in March and April 2025, which included both Likert-scale and open-ended questions. Thematic analysis revealed widespread dissatisfaction with a curriculum seen as outdated, rigid, and disconnected from students’ lived realities. Teachers highlighted the dominance of high-stakes assessments and rote memorization, which undermine creativity, critical thinking, and learner autonomy. The curriculum was also reported to marginalize students with disabilities and neglect Morocco’s linguistic and cultural diversity. Professional development in inclusive and critical pedagogies was described as fragmented and disempowering, leaving educators ill-equipped to drive change. Additionally, the curriculum’s top-down development process limits meaningful participation from teachers, parents, and communities, perpetuating exclusion and alienation. These findings reveal systemic and ideological barriers such as political interests and bureaucratic inertia that obstruct meaningful reform. The study calls for urgent transformation centered on critical pedagogy, participatory governance, and a culturally responsive curriculum to promote equity and social justice in Moroccan secondary education.