El Mostapha Aouine’s scientific contributions

One of the main factors influencing the quality of learning and therefore the success of students are the Student Approaches to Learning (SALs). They are the why (the motivation) and the how (the strategy) of learning. This transversal study was conducted for the first time in a Moroccan open access university context. Using our validated Arabic version of the revised two-Factors Study process questionnaire (R-SPQ-2F), the aim of this study was first, examining the overall SALs (Deep Approach, DA and Surface Approach, SA) among a tertiary context in Morocco. Second, assessing and examining the variance of DA and SA scores when related to two personal factors, namely gender and study levels. This study was conducted within the Faculty of Science Dhar El Mahraz (FSDM) belonging to the University Sidi Mohammed Ben Abdellah-(Fez-Morocco) among 300 Moroccan students (138 females) enrolled in different programs across three levels of study (2ed, 4 th and 6 th Semester). An ANOVA and a t-test were performed. The results showed a significant difference between the two factors. In conclusion, the use of SALS in teaching evaluation is important for the university community to promote the factors influencing deeper learning. Other factors must therefore be explored.

in process

Biodiversity education increases human awareness in order to maintain the services provided by natural ecosystems. Hence, the interest in implementing educational projects targeting biodiversity education. However, it is important to integrate this concept into school curricula. Although it is a seemingly complex concept, biodiversity is now considered an indicator of sustainable development and is of strong educational interest. Education for sustainable development can be provided through science education on the concept of biodiversity. Thus, this chapter is reserved for qualitative and qualitative analyses in which we present the place of education for sustainable development and the concept of biodiversity in our science education curricula.

One of the main factors influencing the quality of learning and therefore the success of students are the Student Approaches to Learning (SALs). They are the why (the motivation) and the how (the strategy) of learning. This transversal study was conducted for the first time in a Moroccan open access university context. Using our validated Arabic version of the revised two-Factor Study process questionnaire (R-SPQ-2F), the aim of this study was first, examining the overall SALs (Deep Approach, DA and Surface Approach, SA) among a tertiary context in Morocco. Second, assessing and examining the variance of DA and SA scores when related to two personal factors, namely gender and study levels. This study was conducted within the Faculty of Science Dhar El Mahraz (FSDM) belonging to the University Sidi Mohammed Ben Abdellah-(Fez-Morocco) among 300 Moroccan students (138 females) enrolled in different programs across three levels of study (2ed, 4th and 6th Semester). An ANOVA and a t-test were performed. The results showed a significant difference between the two factors. In conclusion, the use of SALS in teaching evaluation is important for the university community to promote the factors influencing deeper learning. Other factors must therefore be explored.