To meet the demands of the twenty-first century, most educational institutions across the world made critical thinking one of their primary goals. Very recently, some Moroccan universities, such as University of Moulay Ismail in Meknes, have also included critical thinking as a major course. Therefore, the purpose of this qualitative study is to examine the pedagogies Moroccanteachersuse, the challenges they face, and their conception of how to effectively teach and assess critical thinking in the Moroccan context. A case study approach is used to collect data based on documents and a semi-structured interview. The results indicate that there are at least three main challenges that CT teachers face in Morocco: (1) lack of training, (2) students' background, and (3) education politics. The findings also reveal that good teaching practices are possible if some measures are taken, namely educational reform.

To respond to the challenges of the 21 st century, most universities had to make radical modifications in their systems. In Morocco, the recent modifications made at the level of modules brought some promises as teachers were also involved in decision-making. However, Moroccan students' voices went largely ignored during this process. Therefore, the main aim of this study was to understand students' opinions about one of the most important courses they studied after the last reform: "Critical Thinking". Three research questions were used: What are university students' perceptions and attitudes toward the critical thinking course in Morocco? To what extent are Moroccan students satisfied with the course contents and the teacher's pedagogy? What are the views of Moroccan university students about the critical thinking exam they took at the end of the semester? Semi-structured interviews were used to collect the data from 10 respondents. Qualitative content analysis was used through coding and classifying emerging patterns and themes. The results showed that although the students were generally satisfied with the course contents, they bitterly complained about different issues such as the theory-practice gap. The results, also, revealed that implementing any change in higher education without taking into consideration students' needs and interests might be detrimental to the teaching-learning operation. Ultimately, this study offers university teachers of critical thinking a toolkit of skills and competencies for effective teaching.

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This study is a meta-analysis of the recent literature on teaching culturally and linguistically diverse (CLD) students. Extant literature on this issue has shown that teaching students coming from different ethnic and cultural backgrounds seems to pose serious threats to teachers at different levels of education. Using a quantitative content analysis, this paper examines twenty studies and book chapters in the field of multicultural education so as to identify the major challenges of the multicultural classroom. The aim is also to identify and describe the most effective competencies that teachers need to be better equipped to survive in today's "fastchanging world". The findings of this study show that teaching CLD students requires special training, extra competencies, and "culturally responsive" pedagogies. The findings can also be of help to university teachers as universities today are becoming more and more multicultural all over the world. Finally, the results can advance knowledge about the issue of teaching CLD students both in the university environment and in the field of research.