A Multidisciplinary Framework for Values Education in Morocco: Key Recommendations for Researchers

Abstract

This theoretical paper explores the theoretical frameworks that researchers should consider when studying values and values education in the Moroccan educational context. It calls for a multidisciplinary approach that integrates philosophical, psychological, and sociological perspectives to achieve greater depth and comprehensiveness in tackling topics related to values. Suggested philosophical inquiry includes a number of ethical theories, the theory of moral foundations, and contributions from three Moroccan thinkers. Psychological perspectives, the paper suggests, could focus on moral development and the foundations of moral reasoning, while sociological lenses such as symbolic interactionism and structural functionalism could be cited to help analyze the social dimensions of value transmission in schools as socialization spaces. The paper also reminds researchers of the importance of grounding research in national education policy documents, including the National Charter for Education and Training, the White Paper, and reports by the Higher Council for Education and Training. This approach mainly aims to support more contextualized and meaningful research on values in Morocco, and to offer recommendations to policymakers in light of the current educational reforms.