ACTIVE LEARNING IN HIGHER EDUCATION: A WAY TO PROMOTE UNIVERSITY STUDENTS’ AUTONOMY AND COGNITIVE ENGAGEMENT IN MOROCCAN UNIVERSITIES

Abstract

Active learning has gained fame worldwide since the rise of the student-centered approach, which aims at empowering the learner and promoting his ̸her autonomy and self-learning. In this respect, the Moroccan higher educational system is making tremendous efforts to valorize active learning, independence and develop learning strategies. This study aims to analyze the Moroccan university students’ attitudes towards this instructional approach as the latter has not gained fame yet in higher education in Morocco. Hence, the authors adopted and implemented this approach during a whole school year and came up with tremendous results, which enabled them to write this article that describes a new teaching method and how the university students welcome this method of instruction. The study is based on quantitative and qualitative data collection accomplished using a questionnaire administered to 120 physics, science, and chemistry university students and an online interview conducted with the same respondents. The study demonstrates that most (89%) respondents value the learner’s autonomy and active learning, but very few favor teacher-centered instruction. The research results would help academia improve and develop the higher education system in Morocco.