Investigating Creativity and Resiliency amid Networked Learning in Morocco 2050 Educational Project

Authors

  • Fatimazahra Elboussaidi Doctoral Researcher Laboratory of Literature, Arts and Pedagogical Engineering, Faculty of Languages, Letters and Arts; Ibn Tofail University (ITU); Kingdom of Morocco https://orcid.org/0009-0006-1864-9045
  • Abdelaghnie Ennam Permanent Full Professor of Media, Communication, Education, Translation, and Postcolonial Studies at the Department of English Studies; Faculty of Languages, Letters, and Arts; Ibn Tofail University (ITU); Kingdom of Morocco https://orcid.org/0000-0002-9956-6877

DOI:

https://doi.org/10.32996/bjtep.2025.4.8.3

Keywords:

Networked Learning, Creativity and Resiliency, collaborative professionalism, Morocco 2050 Educational Project

Abstract

This study examines the networked learning model within the Morocco 2050 (M2050) educational project and its influence on creativity and resilience among students and teachers across six schools in five Moroccan academies. Encompassing 100 middle and high school participants, the study aims to investigate the experiences, satisfaction, innovation, and resilience cultivated through M2050's networked learning approach. Utilizing quantitative methodology, data were collected via questionnaires to assess the effects on collaboration, creativity, and resilience. Findings indicate a positive impact, emphasizing M2050's role as a pioneering initiative in addressing 21st-century skills and supporting sustainable educational practices. The project cultivates an ecosystem that promotes adaptability and innovation within educational communities. By examining the potential of networked learning within the M2050 initiative, this study elucidates its contribution to enhancing students' learning outcomes, advancing teachers' professionalism, and reimaging the Moroccan educational provision.

Author Biographies

  • Fatimazahra Elboussaidi, Doctoral Researcher Laboratory of Literature, Arts and Pedagogical Engineering, Faculty of Languages, Letters and Arts; Ibn Tofail University (ITU); Kingdom of Morocco

    Fatima Zahra Elboussaidi is the Executive Director of IPDA-Morocco and an English language educator with over twenty years of experience in public education. She currently serves as an adjunct professor at the École Normale Supérieure (ENS), Mohammed V University, Rabat, and is pursuing doctoral research at Ibn Tofail University. Her research focuses on professional learning networks (PLNs), continuous professional development (CPD), teacher well-being, and intercultural teaching methodologies. Elboussaidi is an ICSEI Junior Scholar Fellow and active member of the ICSEI PLN network. Her published and forthcoming works explore transformative pedagogical practices, play-based learning, and equity-oriented education in African contexts.

  • Abdelaghnie Ennam, Permanent Full Professor of Media, Communication, Education, Translation, and Postcolonial Studies at the Department of English Studies; Faculty of Languages, Letters, and Arts; Ibn Tofail University (ITU); Kingdom of Morocco

    Abdelghanie Ennam, PhD holder from Hokkaido University, Japan (2007).  Permanent Full Professor of Media, Communication, Education, Translation, and Postcolonial Studies at the Department of English Studies; Faculty of Languages, Letters, and Arts; Ibn Tofail University (ITU); Kingdom of Morocco (Permanent position since 2010). Permanent member of LITTARIP Research Laboratory, ITU. Director of International Jordanian Center for Research and Studies (ARYAM) – Arab Maghreb Branch. Editor-in-chief of International Jordanian Journal of Human and Social Sciences (IJJA) (Crossref and Scopus-indexed). Research interests: new media; postcolonial literature; higher education; communication systems.

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Published

2025-12-07

Issue

Vol. 4 No. 8

Section

Research Article

How to Cite

Elboussaidi, F., & Ennam, A. . (2025). Investigating Creativity and Resiliency amid Networked Learning in Morocco 2050 Educational Project. British Journal of Teacher Education and Pedagogy, 4(8), 25-36. https://doi.org/10.32996/bjtep.2025.4.8.3