Jul 2026· International Journal of Advanced Research· Vol 14, pp. 1185-1190· 0 citations
TL;DR
This study examines the evolution of digital infrastructure in Moroccan universities before and after the pandemic using a comparative analysis of 2019 and 2023 data, confirming the pandemic as a major driver of higher education digitalisation in Morocco.
Abstract
The COVID-19 pandemic accelerated digital transformation in higher education worldwide, including in Morocco, where universities rapidly shifted to remote and hybrid learning (Hodges et al., 2020; UNESCO, 2020). This study examines the evolution of digital infrastructure in Moroccan universities before and after the pandemic using a comparative analysis of 2019 and 2023 data. Four key indicators are analysed: MARWAN connectivity, Wi-Fi access points, multimedia rooms, and internet speed. The results show substantial improvements across all indicators, with growth ranging from 1.5x to 4x, confirming the pandemic as a major driver of higher education digitalisation in Morocco. These findings are consistent with global evidence on crisis-driven educational innovation (Bozkurt et al., 2020; Williamson et al., 2020) while highlighting the countrys significant infrastructural progress (Ben Henda & Elouali, 2022).
The COVID-19 pandemic represented a critical turning point not only for teaching and learning but also for scientific research on digital education in higher education. This study examines the evolution of research on Educational Technology (EdTech) and digital pedagogy in Moroccan higher education through a comparative analysis of 2019 and 2023. Four indicators are analyzed: annual EdTech publications, funded research projects, dedicated research laboratories, and doctoral theses. Percentage growth and Acceleration Factors (AF) are calculated to quantify the magnitude of change. The findings reveal substantial expansion, with EdTech publications increasing by 276% (AF = 3.76x), funded research projects by 367% (AF = 4.67x), dedicated laboratories quadrupling (AF = 4.0x), and doctoral theses increasing by 353% (AF = 4.53x). These results demonstrate that the pandemic accelerated the institutionalization of digital education as a strategic and interdisciplinary research field. This transformation strengthened the capacity to generate locally relevant knowledge, support evidence-based policies, and foster innovation in higher education.
Abdelatif Khaldouni, Youssef El Mdari, Youssef Naimi et al.· International Journal of Adv...· 0 citations
The COVID-19 pandemic triggered unprecedented disruptions in global education systems, exposing deep structural inequalities and accelerating the shift toward digital learning. In this context, digital citizenship has emerged as a critical framework for advancing Sustainable Development Goal 4 (SDG 4), which emphasises inclusive, equitable, and quality education. This study examines how digital citizenship is conceptualised and integrated within global and national education policies in the post-pandemic era. Adopting a qualitative and exploratory design, the research employs document analysis of policy reports, academic literature, and institutional frameworks published between 2020 and 2025. The findings reveal that while digital citizenship is increasingly recognised in policy discourse, its implementation remains fragmented and disproportionately focused on technical skills rather than ethical, civic, and critical dimensions. Persistent challenges such as the digital divide, limited teacher preparedness, and contextual disparities continue to hinder equitable integration. The study further identifies a gap between policy intent and measurable outcomes, particularly due to the lack of robust indicators to capture digital competencies within the SDG 4 framework. It concludes that effective integration of digital citizenship requires competency-driven curricula, strengthened teacher capacity, and context-sensitive policy design to ensure meaningful and inclusive educational transformation.
Bhupinder Singh· International Journal of Edu...· 0 citations
This paper reviews the evolution of digitalization in Moroccan higher education, from the earliest national information and communication technology integration efforts of the late 1990s to its recent framing as an institutional requirement rather than a strategic option.
Ahlam Bouti, Sana Sakale· International journal of Eng...· 0 citations
Triggered by the COVID-19 pandemic, the spring 2020 shift to remote work in higher education offers lessons on how to navigate future institutional disruptions. This case study examines the well-being of staff who engaged in remote work at the Oulu University of Applied Sciences (OUAS) before and during the pandemic, with the aim of building crisis resilience in higher education. The study involved quantitative and qualitative analysis of a two-wave, cross-sectional, institution-wide online survey administered in June 2020 and June 2021 (n=77 and n=145). Identical items enabled comparisons; quantitative summaries and hybrid content analysis were mapped to a physical, cognitive, and organisational ergonomics framework. The findings highlight the importance of meaningful face-to-face interaction between staff and students. Reduced contact increased the need for a “sense of belonging” and “student guidance”, although roughly one quarter of respondents reported being largely satisfied with remote arrangements. Reported downsides included “non-stop work” patterns and perceived suboptimal workplace ergonomics. Overall, remote work was associated with diminished social interaction, with potential negative effects on staff wellbeing, collaboration, and the generation of new ideas, patterns consistent with prior pandemic-era research. Translating these insights into resilience principles for HEIs, we recommend: (1) designing hybrid routines that preserve peer contact and student touchpoints; (2) instituting workload boundaries and clear rhythms to prevent continuous work; (3) providing ergonomic support (equipment, micro-break norms, guidance) for home offices; and (4) segmenting support to accommodate differing staff needs while monitoring wellbeing over time. These measures can help HEIs purposefully sustain remote-work wellbeing during future disruptions.
Unknown authors· International Journal of Man...· 0 citations
The rapid expansion of digital technology in Indian education, accelerated sharply by the COVID-19 pandemic, has
been widely projected as a great equaliser capable of extending quality learning to every corner of the country. Government-led
programmes such as the Digital India Campaign, PM eVIDYA, SWAYAM, DIKSHA, and BharatNet have sought to build the
infrastructural backbone for this transformation. Yet, empirical evidence continues to reveal a persistent and, in some
dimensions, widening gap in access, affordability, and effective usage of digital learning tools across rural-urban, gender,
income, and social-category lines. This paper critically examines whether digital education in India is genuinely bridging
historical divides in access to quality learning or, paradoxically, reinforcing existing inequalities by privileging those who
already possess digital devices, connectivity, and the requisite digital literacy. Drawing on secondary data from government
reports (UDISE+, NSSO, NFHS-5), the Annual Status of Education Report (ASER), and existing academic literature, the study
maps the dimensions of India's digital divide, evaluates major policy interventions, and identifies the structural and socioeconomic factors that continue to determine unequal digital learning outcomes. The paper concludes that digital education,
while expanding the ceiling of educational possibility for connected learners, has simultaneously exposed and, in certain
respects, deepened the floor-level disparities between advantaged and disadvantaged learner groups, and it proposes a set of
policy and institutional recommendations to move the system towards genuinely inclusive digital learning.
Ms.KIRAN P. Lokhande, D. Shelke· International Journal for Re...· 0 citations
Abstract This research examines the impact of the national power outages during the last quarter of 2024 on students in the hybrid modality at the Universidad Politécnica Estatal del Carchi (UPEC) [State Polytechnic University of Carchi], Ecuador. The study analyzes the effects on academic continuity, access to digital resources, and student persistence. Adopting a mixed-methodological approach, a survey was administered to 177 affected students to identify their adaptation strategies and the socioeconomic barriers encountered. The results reveal a significant energy-digital gap, where students resorted to precarious solutions such as mobile data consumption and portable power units, facing high costs and logistical limitations. Furthermore, the findings evidence a decline in student motivation, with a critical proportion considering academic withdrawal due to systemic uncertainty. The discussion highlights the urgency of moving beyond traditional contingency planning toward energy-resilient educational models. It concludes that the sustainability of hybrid education in Latin America is structurally dependent on basic infrastructure, challenging the assumption of universal digital ubiquity.
Patricio Moreno-Gudiño, D. Ruiz-Onofre· Texto Livre· 0 citations
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