Fatiha Kaddari's research while affiliated with Sidi Mohamed Ben Abdellah University and other places

... Thus, Moroccan secondary school students often need mathematical reminders to exploit problem-solving successfully ((Q9) and (Q10)). Therefore, success in physics teaching requires innovation in the physics mathematization curriculum (Q12) by applying for example information and communication technologies (ICT) (Drigas & Kontopoulou, 2016;El Azzouzi et al., 2022) or a STEM-based methodology (Zaher & Damaj, 2018). ...

... Numerous studies have focused on analysing the digital training and attitudes towards ICT of educational professionals in formal education [4][5][6][7][8][9][10][11] and show the most marked concerns of this group. The lack of initial training in concepts related to educational technology is highlighted [12]. ...

... With the restructuring of the education department and teacher training, programmes are updated and opened at the school, and in turn upper secondary education students in terms of domain knowledge and become better equipped for the teaching of formation for enhanced, revised and accreditation efforts which were initiated in the schools of education, with special teaching methods. The main purpose of all these initiatives is to train more qualified teachers who will meet the needs of the country (El Hassouny et al., 2021). Students who are open to innovation, who are in constant cooperation and learning with their peers, who are aware of legal, ethical and social issues, as well as field and method knowledge, play a more active role in the process of integrating current technologies into teaching environments and become more successful (Pappadà, et al., 2021). ...

... Under the interaction of numerous individuals, the current social network is full of various information at every moment [1,2]. In this case, it has become a significant research topic to comprehend the behavior interaction [3], viewpoint evolution and information diffusion on social networks. ...

... Whereas the participants' discursive constructions of digital artifacts are associated, mostly, with iPads, SmartBoards, and YouTube, it is evident from Table 1 that the use of digital artifacts varies depending on whether or not they teach aspects of English grammar and/or phonetics on the one hand and children's literature in English on the other hand. This finding is in line with the recent literature (Bader, Iversen and Burner 2021;Ou-sekou, Kaddari and Zaid 2021) that argues that the use of digital artifacts in the EFL classroom depends on the teachers' linguodidactic routines and practices that are related to the teachers' personal preferences for using a particular digital resource. Seen from a more general perspective on digitalisation in primary school contexts, these findings are evocative of the argument proposed by Lund and Aagaard (2020: 59), who suggest that digital artifacts function as gatekeepers to societal and cultural practices that involve, as the present findings show, a varied use of the digital artifacts depending on the teaching task at hand. ...

... The adoption of game elements in serious contexts, such as business and education, is closely related to gamification implementation [15], [16]. According to Werbach and Hunter, the gamification model has three components: dynamics, mechanics and components [17]. ...

... Other studies have shown that Moroccan SE students face three principal problems: the complexity of SC, the rapid forgetting of the acquired notions and the overloaded program. They add another serious problem most notably that of the difficulty to assimilate the optic concepts [45,46]. Moreover, SE is conditioned by the school text books required by the ministry of national education (MEN) [46]. ...