Task-Based Teaching and the Development of Higher-Order Thinking Skills in Moroccan Private Higher Education: A Case Study of IMBT

Abstract

This empirical research explores the use of Task-Based Teaching (TBT) and how it correlates with the acquisition of Higher-Order Thinking Skills (HOTS) in the context of Morocco's private vocational higher education institutions. Utilizing the mixed-method approach to conducting a single-case study with the predominance of qualitative data supplemented by some descriptive quantitative information, the data were obtained from a structured questionnaire survey conducted among 19 Institute of Management & Business Technology (IMBT)'s faculty members from various academic fields. The findings of this study reveal that the majority of the involved faculty members do not have any formal training in the utilization of TBT methodologies; however, the available evidence shows a significant use of these methodologies to induce high-level cognitive processes, such as analyzing, evaluating, and creating. The instructors use problem-solving activities, case studies, and collaborative projects that encourage relational thinking skills of their students rather than mere memorization of material. Nonetheless, the successful use of these pedagogical approaches is highly limited due to certain practical and institutional barriers, including lack of time, the diversity of student populations, and the issues of academic integrity and Artificial Intelligence. It can be concluded that maximizing the efficiency of TBT in developing HOTS would require some additional professional development, better technological infrastructure, and flexibility of curriculum. These findings contribute to the underexplored domain of pedagogical practices in Moroccan private higher education and establish a foundational framework for future research into student cognitive development.