Pedagogical innovation and the development of 21 st century skills and sustainable development in the teaching and learning of life and earth sciences in Morocco.

. The world of education in the 21 st century is undergoing transformations that affect teaching methods and learning styles. The Moroccan education system is at the heart of this movement, demonstrating its will and institutional commitment through the pedagogical integration of information and communication technologies (ICT) into the teaching-learning process. However, a number of studies have shown that this integration into learning and assessment activities in life and earth sciences (LES) remains very weak, if not absent, in qualifying secondary and college education. To pedagogically innovate teaching practice in LES, our research comes to help teachers and innovative designers conceive digital resources to develop 21 st century skills in LES. To meet the objective of our research, a questionnaire was drawn up and sent to 200 teachers in the various regional education and training academies of the Kingdom of Morocco. Analysis of the results showed that teachers' awareness of these skills in general, and those specific to LES in particular, was moderate and that in-service and pre-service teacher training, the design of multi-level and multi-type digital resources, and curriculum reform are very important elements in reinforcing 21 st century skills in the digital teaching-learning of LES.

Given that a number of 21 st century skills are already declared in the LES curriculum, and given their importance as shown by research, we turned to LES teachers (200 teachers) from the various regional education and training academies (RETA) in Morocco, with a view to addressing secondary school learners too, given that the 21 st century is shaping up to be the century of change in all areas. Indeed, these fields have not changed except for didactics. As a result, teaching is faced with a new challenge: to develop new skills in the era of socio-economic globalization, known as 21 st century skills. Our research focuses on the use of digital teaching resources to develop these skills in the teaching and learning of LES in Morocco, focusing on the following areas: -What 21 st century skills need to be developed in LES? -How can the design of digital teaching resources help to develop these skills in learners ? This leads us to formulate this study question as follows: How can we design the use of digital teaching resources in LES to develop 21 st century skills ?
To answer this question, our research highlighted the concept of use of digital pedagogical resources aimed at the development of 21st-century skills in the teaching-learning of LES in Morocco through : ⁕Highlighting the degree of awareness of LES teachers in Morocco towards 21 st century skills. ⁕Exposing the relationship between digital pedagogical resources and 21 st century skills in teaching learning LES. In this way, our research can contribute to the reform of the Moroccan life and earth sciences curriculum to be carried out in the coming years. Indeed, PISA results concerning the level of learners in science are low, perhaps because the international science curriculum is essentially based on the development of 21 st century skills in learners. This explains the choice of our topic concerning these skills in teaching and learning LES in Morocco, and how digital pedagogical resources could contribute to skills development in learners.
Our article is presented in five different parts. Beginning with a general introduction, before presenting the methodology adopted for data collection. The results obtained from our research are analyzed and discussed, and recommendations are deduced before concluding .

Methodology
In Morocco, the Ministry's desire to create a climate conducive to the use of ICT in classroom practices is manifested by the GENIE program, which, in addition to the axes dedicated to infrastructure and training, has added the acquisition of quality digital educational resources adapted to the Moroccan cultural and school context. Although the results of numerous research studies show that the pedagogical use of these technologies is still low, our research is aimed at improving the role of ICT in LES teaching and learning and helping to develop 21 st century skills in learners.
Based on the theoretical framework, we carried out exploratory research using a questionnaire for data collection, which was drawn up and put online via Google Forms. We opted for the questionnaire because of the lack of time to travel and to save time and energy, and also to enable us to diversify the type of questions (multiple choice questions, short answer questions, tick box questions, multiple choice grid questions...).

Data collection
The questions proposed in our questionnaire, whose answers are presented as results in this article are shown in Table 1. Could reinforcing 21st-century skills help the teaching and learning of LES? Q4 The teachers surveyed were offered a list of types of digital teaching resources, and asked to specify which types of digital resources can help develop these LES skills in learners?
What kinds of digital resources can help learners develop these LES skills?

Q5
Respondents were asked to rank the 21 st century skills assessment methods developed with the help of digital teaching resources.
▪ Short-and medium-term projects (Communication/Collaboration...), including. ▪ Computerized collaborative problem-solving test; ▪ Technology support (collection and analysis of assessment data on learner learning); ▪ Informal and experiential learning activities; ▪ School cycle final evaluations (Final product); ▪ Other. Q: Question After collecting the data, we used SPSS software to analyze them.

Data analysis 2.2.1 Sample characteristics
The characteristics of our research sample population are presented in figure 1, and a correlation is established between the degree of teachers' awareness of 21 st century LES skills and certain population variables. Analysis of the results revealed a weak correlation between the degree of teachers' awareness of 21 st century LES skills and teaching seniority (0.091, i.e. correlated at 9%, obviously far from 100%), meaning that teaching seniority has no influence on the degree of teachers' awareness of 21 st century LES skills. The same reasoning applies to the other variables (basic training, in-service training in 21st century skills). 03% answered no, which shows that reinforcing this type of skill can only benefit the teaching-learning of LES (Figure 4).

Digital teaching resources and the development of 21 st century skills in LES
The teachers surveyed reported that interactive and creative digital resources (DR) contribute the most to the development of 21 st century LES skills, with 36.17% and 31.81% respectively, followed by content DR (14.16%) and collaborative DR (13.94%), while only 3.92% favored other types of DR that could play this role. This shows that teachers have a new conception of the type of DR suitable for developing this type of skill in learners, after having long relied on content DR ( Figure 5).

Assessing 21 st century skills
Concerning the evaluation of this type of skill (Q5), the teachers surveyed expressed the importance of each modality ( Figure 6), specifying that short-and medium-term projects came first (Communication/Collaboration...), with 27%; then they attributed the same degree of importance (21%) to computerized problem-solving tests to be carried out in collaboration, as well as the support of technology (the collection and analysis of evaluation data on learners' learning). Furthermore, informal, and experimental learning activities (19%) could enable assessment of the acquisition of these skills. On the other hand, 10% of teachers chose the assessment at the end of the school cycle (Final Product), proving that teachers encourage the project approach and the reflection of assessment in LES.

Discussion
With regard to teachers' awareness of 21 st century skills, analysis of the results revealed that almost half the respondents were moderately aware of the nature of these skills. However, a large number were unaware of LES specific skills, even though they are explicitly mentioned in the White Paper and the discipline's official instructions. According to our results, teachers' experience and training have no impact on their degree of awareness of these skills, showing their need to training (ongoing, basic).
There was also a consensus among the teachers surveyed that reinforcing 21 st century skills could be beneficial to the teaching-learning of LES. Indeed, the technology potential can only help them to develop this type of skill and innovate their classroom practices through the use of a panoply of DR types [11], due to the wealth of pedagogical opportunities induced by the integration of ICT into teaching practice in LES [13].
Our research has also shown that teachers are in favor of rethinking the evaluation of LES, by rethinking the technological means that can be mobilized and envisaged to measure the degree of progress and acquisition of a skill, since it is acquired on a time scale, leading to a project-based pedagogical approach.

Source. Own document
In line with the objectives of our research and based on the results obtained, we would like to make a few recommendations aimed at helping teachers to improve the design and/or choice of digital resources aimed at developing 21 st century skills and innovating in the teaching and learning of LES : o The need to review training engineering at training center level and integrate a module on 21 st century skills, given that RETC have introduced the ICT module in basic training, but not yet a module on these skills. Basic training would thus enable future teachers not only to be equipped technically, but also pedagogically, to enable pedagogical innovation and thus the development of these skills in LES classroom practices. o The need for ongoing training for teachers, which would enable them to strengthen their skills and knowledge concerning the development of digital educational resources and specifically those aimed at developing 21 st century skills, and also ranging from analysis to evaluation following a guide that would also enable nondesigners to make the best choice of official digital educational resources (ODER). o Development of multi-level digital teaching resources aimed at reinforcing these skills in learners by helping teacher designers and innovators to produce suitable innovative digital devices following a blueprint, and form a bank of ODER for LES teachers with the languages of instruction adopted . o School life is a very important pillar for the development of 21 st century skills via health and environment clubs (developing strategic and sustainability skills through environmental clubs...). o Curriculum reform is needed to make it universally competitive, and to give more space to the development of these skills in the hourly volume of learning acts, since some skills are already included in the LES curriculum: problem-solving, creativity, critical thinking, communication, technological and strategic skills. However, the level of learners in science proven by the PISA test remains far from expectations . o Use of digital learning environments and devices (Moodle, Oppia, Lalilo, Tacit...) to develop 21 st century skills in learners and put in place indicators to measure the degree of acquisition of these skills o Assessment must certainly foster the acquisition and appropriation of 21 st century skills by learners, hence the need to rethink the assessment system and build a 21 st century assessment structure based on short-and mediumterm projects, using computerized, collaborative problem-solving tests.

CONCLUSION
Teaching in the age of the 21 st century means teaching in the age of ICT, which are undoubtedly playing an essential role in the field of education, which is undergoing transformations affecting teaching methods and modes of learning. Our Moroccan system is at the heart of this movement. It has embarked on a major change in its curricula and the organization of education, with a view to developing in a highly competitive world.
Our research began with the question: "How can we design the use of digital teaching resources in LES to develop 21 st century skills?" The results showed that, although some 21 st century skills are officially declared, LES teachers' awareness of skills in general and those specific to LES is average .
On the other hand, a large proportion of LES teachers integrate official resources into their teaching sequences, which is a good reason to think about designing ODER based on the skills to be developed by learners.
When it comes to the 21 st century skills to be developed in LES (critical thinking, problem-solving, creativity, communication, technological and strategic skills, etc.), what remains to be done is to operationalize the development of these skills, from scripting to assessment, which can only be in favor of learning to teach LES.
In our next research project, we'll be analyzing the LES curriculum from the point of view of 21 st century skills (programs, ministerial notes, ODER) and we'll opt for an analysis of ODER according to an evaluation grid to see to what extent the LES digital supports on the Ministry portal take into account the development of these skills, and then produce a guide for the design and use of ODER according to a well-defined master plan. We'll also try to get sustainability skills underway, given that protecting our planet and the environment in which we live has become indispensable, and it's also become crucial to integrate sustainability into our education and training systems, in order to give more value to our planet and act in favor of protecting it in a sustainable way.