Academic Excellence in Southern Morocco: Educational challenges within ecological systems

Educational Policy

Project conducted in collaboration with the Phosboucraa Foundation, and the School of Collective Intelligence (SCI) - UM6P, it explores the educational experiences of students, parents, and teachers in Southern Morocco. Drawing on Bronfenbrenner’s Ecological Systems Theory and stakeholder theory, the project adopts a mixed-methods sequential exploratory design to explore how individual, family, school, and policy-level factors interact to shape student learning experiences and outcomes. Using qualitative and quantitative data from over 200 participants, representing diverse urban public high schools in Laayoune and nearby regions. Results revealed multiple, interrelated barriers affecting students’ academic performance and personal development. Among the most significant were: Exam-related stress and performance pressure surrounding the national Baccalaureate exam. Limited career guidance and poor access to counseling services, creating what the study defines as the “motivation–guidance paradox”, students highly motivated to succeed but lacking structured pathways or informed decision-making support. Linguistic challenges, particularly the transition between Arabic and French in science subjects, which amplify cognitive and academic difficulties. Systemic and infrastructural limitations faced by teachers, including large class sizes, outdated curricula, and insufficient professional development opportunities. Geographical disparities in access to quality educational resources and higher education opportunities, especially for families in peripheral urban areas.