Digital literacy from the perspective of Moroccan teachers: state of practices and main challenges

Abstract EN

With the emergence of the covid-19 pandemic, the sector of education has experienced an unprecedented crisis.

The drastic measures taken to face the pandemic have, according to OECD (2020), exposed many inadequacies and inequities in our education systems.

In order to deal with this new reality and ensure learning continuity, decision-makers have embraced distance learning, and teachers were required to teach online and implement innovative educational methods.

The present paper therefore intends to explore how Moroccan teachers perceive digital literacy, where there has been a lack of studies.

A qualitative study was conducted, and data were collected through semi-structured interviews with 25 secondary school teachers in Morocco.

Based on our findings, teachers realize the importance of digital literacy in education.

However, they do not have the digital skills required to teach online, especially those who are about to retire.

Our respondents state that the main reason why most teachers are not able to use digital tools is the lack of training and equipment.