The impact of digital tools on learning: A case study from FEM-USMS in Morocco
Mohamed El Kotbi 
1
Laboratory of Economics and Management of Organizations, Faculty of Economics and Management, Ibn Tofail University, Kenitra, Morocco.
Corresponding author: elkotbi.mohamed9@gmail.com
DOI: 10.5281/zenodo.14796105
The use of information and communication technologies (ICTs) in Moroccan university classrooms has been boosted by the COVID-19 health crisis. Higher education has seen the emergence of digital platforms and e-learning. Digital technology is at the heart of the Moroccan government’s major concerns, and is transforming and developing educational practices to teach differently and increase learning opportunities and access to knowledge for all. The current challenge is to take the digital plunge and offer a more interactive, immersive form of education, encouraging students to participate more actively. Digital technology makes it possible to create new learning situations to develop specific skills. With this in mind, and following the strengthening of face-to-face teaching, the Faculty of Economics and Management at the Sultan Moulay Slimane University (USMS) in Beni Mellal has embraced this dynamic transition to digital by offering students a wide range of rich content via its digital teaching platforms to ensure teaching performance and continuity. This raises two questions: To what extent could educational platforms be a source of educational innovation and facilitate access to knowledge? And what contribution could they make to the individualised regulation of learning and student support? This study investigates how digital technology enhances the educational experiences of students in the Economics and Management stream at FEM-USMS in Beni Mellal. By analyzing student responses to a comprehensive questionnaire, the research aims to understand the perceived benefits and challenges of digital technology and its impact on academic performance. The findings provide valuable understandings into the role of digital tools in higher education and suggest strategies for optimizing their use in Moroccan universities.
Keywords: ICTs, e-learning, digital technology and knowledge.
Published
2024/06/01
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Section
Research Papers
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El Kotbi, M. (2024). The impact of digital tools on learning: A case study from FEM-USMS in Morocco.
The International Journal of Technology, Innovation, and Education,
2(2), 66–84.
https://doi.org/10.5281/zenodo.14796105
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El Kotbi, Mohamed. 2024. “The Impact of Digital Tools on Learning: A Case Study from FEM-USMS in Morocco.”
The International Journal of Technology, Innovation, and Education 2 (2): 66–84.
https://doi.org/10.5281/zenodo.14796105.
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El Kotbi, Mohamed. “The Impact of Digital Tools on Learning: A Case Study from FEM-USMS in Morocco.”
The International Journal of Technology, Innovation, and Education, vol. 2, no. 2, June 2024, pp. 66–84,
https://doi.org/10.5281/zenodo.14796105.
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[1]
M. El Kotbi, “The impact of digital tools on learning: A case study from FEM-USMS in Morocco,” The International Journal of Technology, Innovation, and Education, vol. 2, no. 2, pp. 66–84, Jun. 2024, doi: 10.5281/zenodo.14796105.
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El Kotbi, M. (2024) ‘The impact of digital tools on learning: A case study from FEM-USMS in Morocco’,
The International Journal of Technology, Innovation, and Education, 2(2), pp. 66–84. Available at:
https://doi.org/10.5281/zenodo.14796105.
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El Kotbi M. The impact of digital tools on learning: A case study from FEM-USMS in Morocco. The International Journal of Technology, Innovation, and Education [Internet]. 2024 Jun 1;2(2):66–84. Available from:
https://ijtie.com/v202/n72
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Volume 2, 2024 – Issue 2 
