Bridging tradition and innovation: University teachers' views on e-learning adoption in Moroccan engineering education
Résumé
The integration of pedagogical and technological innovations has significantly reshaped teaching and learning practices in higher education (HE). E-learning, as a modern educational approach, has gained increasing prominence in engineering education and has become a central area of research in educational technology over the past decades. This study explores Moroccan university teachers’ attitudes towards the integration of e-learning technologies in engineering departments. A qualitative research method was adopted, employing semi-structured interviews to gain in-depth insights into participants’ perceptions and experiences. The data focused on concrete experiences related to the adoption of e-learning in Moroccan engineering education, specifically targeting participants’ attitudes toward its application, as well as their perceptions, opinions, and preferences regarding learning technologies. The collected data were analyzed using content thematic analysis, which enabled the identification of key themes and recurring patterns in teachers’ views. The findings indicate that teachers generally hold favorable attitudes towards e-learning. However, several challenges were reported that hinder the effective use and integration of these technologies in engineering education.
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