The study aims to promote relevant and effective environmental education (EE) through extracurricular clubs. For this, we studied the state of play of environmental activities (EA) carried out by 48 environmental clubs belonging to urban and rural areas of the Regional Academy of Education Fez-Meknes, Morocco. These extracurricular environmental clubs remain so far without formal environmental education programs. In this study, we identified the bulk of programs offered by extracurricular environment clubs, including types of scheduled activities and percentages of achievement and student beneficiaries in urban and rural settings. In addition, we have identified the main barriers to achieving certain environmental activities. The significant correlations de tected between some of the variables studied allowed us to better explain the achievements and the weaknesses of these clubs. Finally, we have made recommendations to promote relevant and effective extracurricular environmental education.

Information and Communication Technologies (ICT) are important educational tools; the measures taken to integrate them into the Moroccan education system are multiple. This study was conducted among 181 teachers of life and earth sciences in a large number of establishments (colleges and high schools). This paper focuses on presenting a diagnosis of the reality of the use of ICT in the teaching of the life sciences and earth in secondary school at the national level; identify teachers' perceptions of the real benefits offered European Scientific Journal January 2018 edition Vol.14, No.1 ISSN: 1857 -7881 (Print) e -ISSN 1857 98 by the pedagogical integration of these means in education; and determine, according to the conception of the teachers themselves, the main factors that impede or facilitate the effective and efficient integration of ICT in teaching practice. The results of this research show that there is a limited use of ICT, even though most teachers interviewed are convinced of the richness of pedagogical opportunities created by the integration of ICT in education. Thus, ICT generalization projects in the Moroccan education system should take the main constraints highlighted in this research to integrate the digital age into our schools on a more solid foundation.Keywords: ICT, life and earth sciences, integration, obstacles, teaching RésuméLes Technologies d'Information et de Communication (TIC) sont des outils éducatifs incontournables, les mesures entreprises pour les intégrer dans le système éducatif marocain sont multiples. Cette étude menée auprès de 181 enseignants des Sciences de la Vie et de la Terre (SVT) répartis sur un nombre important des établissements (collèges et lycées), vise à présenter un diagnostic de la réalité de l'usage des TIC dans l'enseignement des SVT au secondaire à l'échelle nationale, à identifier les perceptions des enseignants des SVT des bénéfices véritablement apportés par l'intégration pédagogique de ces moyens dans l'éducation et également à déterminer, selon la conception des enseignants eux-mêmes, les principaux facteurs qui entravent ou facilitent une intégration effective et efficiente des TIC dans la pratique enseignante. L'ensemble des résultats de cette recherche permet de retenir qu'il y a une utilisation limitée malgré que la majorité des enseignants interrogés sont convaincus de la richesse des opportunités pédagogiques induites par l'intégration des TIC dans le travail enseignant. Ainsi, les projets de généralisation des TIC dans le système éducatif marocain devraient prendre en considération les principales contraintes soulignées dans cette recherche afin d'intégrer sur des bases plus solides l'ère numérique dans nos établissements scolaires.

This research paper aims to promote environmental knowledge and behavior in the Moroccan school through the syllabus of science at the level of the Moroccan middle School. As a first step, a comparative multi-case study was conducted. It is intended for students from four middle Schools who belong to four different socio-environmental backgrounds. The survey was conducted through questionnaires which consist of four sections; the learning methods, the teaching aids, environmental knowledge, and the use of environmental knowledge in adequate eco-responsible behaviors. Based on the analysis of the results obtained at the level of the four schools, a teaching intervention of four weeks (2 hours per week) was then carried out. During this process, the same program was taught but otherwise. In order to meet the objectives of this work, we have inserted some local environmental problems through active learning methods and relatively appropriate teaching aids. In our intervention, we have made the necessary link between ecological knowledge and the appropriate pro-environmental behavior. This, however, is attributed to the fact that it has never been used before. The results show that there is a significant improvement, both in terms of environmental knowledge acquired and the intentions to adopt eco-friendly environmental behaviors.

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In addition to identifying the pedagogical approaches favoured by teachers in environmental education, the study aims to reveal the impact of the teaching methods and tools used as well as the teaching difficulties encountered on the effectiveness of teachers’ pedagogical action, particularly in the “Scientific Awakening” course.The study concerns a sample of 636 primary school teachers from the urban and rural areas of the Fez-Meknes Regional Academy of Education in Morocco. The data was collected using a 37-item questionnaire covering the following variables: the teaching methods adopted, the preferred pedagogical approaches, the teaching material used, and the teaching difficulties encountered. The study fits under a descriptive correlational design. The most used teaching methods were the teacher-centred oral methods (dialogue and demonstration method) lacking learner-centred activities (working in small groups, discovery method). The least used ones were laboratory experiments and ICT-based demonstrations. The study shows that teachers who use active methods are the most aware of difficulties in teaching environmental issues and were the most capable of effectively solving learning problems and achieving pedagogical objectives. The study shows that Moroccan primary school teachers need in-service training for the adoption of a systemic and interdisciplinary pedagogical approach. In addition, to address the issue of the alarming failure to complete the “Scientific Awakening” program, we recommend continuous training for the benefit of teachers. This training should cover the appropriate active methods to effectively complete this program. Finally, the study underlined the need to solve the problem of the enormous lack of teaching tools. Certainly, this shortage significantly influences the pedagogical action of teachers regardless of the pedagogical methods adopted.