Abstract:

The digital transformation in the last decade has disrupted all industry sectors including the training sector of education and teaching. It is with the availability of platforms for the dissemination of digital and educational content such as MOOC (massive open online course), FUN (France Université Numérique), MUN (Maroc Université Numérique), etc. Now access to digital and educational content through computer and mobile devices is easily possible from any time and any place. Moroccan universities and educational establishments have embraced new pedagogical approaches such as hybrid or blended learning. However, the impact of this type of learning on all pedagogical entities (the teacher, the learner, the knowledge and the institution) and its integration into higher education in Morocco remains a major challenge and very positive opportunities for Moroccan institutions and universities.

In the Moroccan context, political decision-makers attribute an important place to ICT and consider them as a vector of economic, social and human development. This national will to generalize ICT has been concretized by the implementation of several programs and projects aimed at promoting ICT in the context of education are: GENIE program, Nafid@ program, INJAZ program, and other projects have been adopted to improve connectivity, as is the case of the MARWAN project as well as governance and management such as the APOGEE program and finally to strengthen the use of ICT in the service of pedagogy and to develop e-learning such as the CVM project These projects are part of the national policy aiming at the generalization of access to ICT, the reduction of socio-economic disparities and the modernization of the education system as a whole.

Keywords:

Blended learning, ICT, e-learning, impact, BYOD.