EXPLORING THE AVAILABILITY AND ADEQUACY OF EDUCATIONAL FACILITIES AND TEACHING STAFF AT MOROCCAN HIGHER EDUCATION OPEN-ACCESS INSTITUTIONS: A CASE STUDY OF MOULAY ISMAIL UNIVERSITY

Autors/ores

  • Abdelaziz Ouchaib School of Arts & Humanities, Moulay Ismail University, Meknes, Morocco
  • Anouar Mohamed El Kasri Faculty of Arts & Humanities, Moulay Ismail University, Meknes, Morocco
  • Imad Messouab Hassan II Institution of Agronomy & Veterinary Medicine, Rabat, Morocco
  • Imad Hamdanat Faculty of Letters and Humanities, Moulay Ismail University, Meknes, Morocco

DOI:

https://doi.org/10.46827/ejes.v12i10.6239

Paraules clau:

educational facilities, teaching staff, Moulay Ismail University, quality of education

Resum

This study employs an explanatory sequential research design to assess the availability and adequacy of educational facilities and teaching staff at the open-access institutions affiliated with Moulay Ismail University (UMI), Meknes, Morocco, from the perspectives of postgraduate students and professors. The study covers four institutions: the School of Arts and Humanities, the School of Sciences, the School of Law, Economics and Social Sciences, and the Polydisciplinary School of Errachidia. Data were collected through structured questionnaires administered to 742 postgraduate students and 214 professors, complemented by semi-structured interviews with 28 students and 21 professors for qualitative insights and document analysis of official university statistics. The study's methodology integrates quantitative and qualitative data to comprehensively evaluate educational resources and staffing. The findings indicate that the institutions face significant challenges due to insufficient or inadequate resources, struggling to keep pace with increasing student enrollment rates. The study concludes that there is an urgent need to expand institutional capacities, enhance educational facilities, and recruit additional teaching staff to ensure a sustainable and effective learning environment.

 

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Biografies de l'autor/a

  • Abdelaziz Ouchaib, School of Arts & Humanities, Moulay Ismail University, Meknes, Morocco

    Dr. Abdelaziz Ouchaib is a high school English teacher. He holds a doctorate in Applied Linguistics from the School of Arts and Humanities affiliated with Moulay Ismail University in Meknes, Morocco. His primary research interests include Language Planning and Policy, TEFL, and Discourse Analysis. His current research focuses on evaluating the effectiveness of higher education reforms in Morocco.

  • Anouar Mohamed El Kasri, Faculty of Arts & Humanities, Moulay Ismail University, Meknes, Morocco

    Dr. Anouar Mohamed El Kasri holds a PhD in Applied Linguistics from Moulay Ismail University in Meknes, Morocco. With over 14 years of experience as an English language teacher, he has actively participated in numerous national and international conferences. His primary research interests include Teaching English as a Foreign Language (TEFL), assessment and testing, and the development of soft skills.

  • Imad Messouab, Hassan II Institution of Agronomy & Veterinary Medicine, Rabat, Morocco

    Dr. Imad Messouab is an Assistant Professor at the Hassan II Institute of Agronomy and Veterinary Medicine in Rabat, Morocco. His research interests and areas of expertise include language teaching and learning, artificial intelligence in education, and media studies.

  • Imad Hamdanat, Faculty of Letters and Humanities, Moulay Ismail University, Meknes, Morocco

    Imad Hamdanat is a Moroccan researcher and PhD candidate at Moulay Ismail University in Meknes. He has actively contributed to both national and international academic conferences and published numerous articles in his field. His research interests focus on innovative educational strategies, including blended learning, project-based learning, problem-based learning, and experiential learning, with a particular emphasis on developing transversal competencies in language education. Hamdanat’s work reflects his commitment to advancing pedagogical approaches that enhance student engagement and skill development in higher education.

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2025-08-27

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Vol. 12 Núm. 10 (2025)

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