Collaborative pedagogy: communication issues and dynamics of co-construction of knowledge

This study explores the use of information and communication technologies (ICTs) by physics and chemistry teachers in the Marrakech-Safi region. A questionnaire, based on the DigCompEdu framework and adapted to the Moroccan context, was distributed to 247 teachers. The results show that interactions between teachers and students occur at least once a month, with semiannual communications with parents and between teachers themselves. This study highlights the critical importance of technology in education to improve and facilitate communication and collaboration.

Research question: How does the use of ICT by physics and chemistry teachers in the Marrakech-Safi region improve the quality of interactions between teachers, students, parents and colleagues?

Methodology: Between October 1, 2025, and November 30, 2025, a paper questionnaire based on the DigCompEdu framework was distributed. After validation by a pre-test, the questionnaire was adapted to the Moroccan context. The data of 247 physics and chemistry teachers in the Marrakech-Safi region were statistically analyzed, guaranteeing anonymity and the consent of participants. The objective was to assess teachers' perceptions of their digital skills and use of ICT in education.

Results: Interactions between teachers and students occur monthly, influenced by the type of digital tools used and educational parameters. Communication with parents is biannual, in line with institutional expectations, while coordination between teachers is also biannual, often limited by administrative and time constraints.