Culture Teaching and Learning in Cultural Courses: Motivations and Challenges Among Moroccan University Undergraduate Students

Abstract

The integration of culture is increasingly influencing teaching and learning in Moroccan higher education. This study examines the motivations behind the incorporation of cultural courses and the challenges associated with their implementation in Moroccan higher education. Drawing on data collected from students and teachers, it investigates how the incorporation of cultural courses is perceived by both groups, as well as the difficulties that hinder their effective implementation. A mixed-methods design was adopted. Quantitative data were gathered from a survey of 132 Moroccan university students and 12 teachers, while qualitative data were collected through semi-structured interviews with 14 students. The findings revealed that fostering understanding of one’s own language and other languages and freeing oneself of stereotypes and prejudices to accept others with their differences and complexities were the main motivations chosen by a majority of the respondents. Concerning the challenges, the study yielded that the promotion of cultural teaching and learning in cultural courses is unlikely to occur without overcoming the potential challenges, including time constraints, limited teaching materials, and limited background knowledge. The study concludes that understanding these motivational factors and overcoming the challenges can provide valuable insights into culture teaching and learning within cultural courses.