Impact of Information and Communication Technologies on Pedagogical Practices in Faculty of Sciences of Oujda

¹ LPTPME, Department of Physics, Faculty of Sciences, Mohammed First University, Oujda 60000, Morocco
² Laboratory of Materials, Waves, Energy and Environment, Faculty of Sciences, Mohammed First University, 60000 Oujda, Morocco
³ Laboratory of Electrical Engineering and Maintenance, Mohammed 1st University, High School of Technology, Oujda, Morocco
⁴ Polydisciplinary Faculty of Khouribga, Sultan Moulay Slimane University of Beni Mellal, Khouribga, Morocco
⁵ Laboratory for Improvement of Agricultural Production, Biotechnology and Environment (LAPABE)/Water, Environment and Health Team, Faculty of Science, Mohamed Premier University, Oujda, Morocco

^* Corresponding author: f.maaroufi @ump.ac.ma

Abstract

The adoption of Information and Communication Technologies (ICT) in educational practices can transform teaching methodologies and influence teachers' instructional approaches. This study examines the perceived use of ICT by teachers and administrative staff at a Moroccan higher education institution. The research aims to identify changes in pedagogical practices with ICT and assess their integration. The study is conducted through a survey with questionnaires for teachers, as well as interviews with administrative staff. The results indicate that ICT is primarily used for information retrieval and documentation. Its application in pedagogy is limited to illustration, document distribution, and simulation, supporting a traditional pedagogical approach.