Teaching for All: Exploring Moroccan Teachers’ Use of Differentiated Pedagogy in Multicultural Classrooms
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Abstract
This paper seeks to investigate the use of differentiated pedagogy (DF) in Moroccan education as a means of facing diversity challenges. A structured questionnaire was distributed to 60 Moroccan EFL teachers to gather quantitative data on their perceptions, experiences, and practices in using differentiated instruction to meet the needs of culturally diverse students. The views of the teachers provide a glimpse of the challenges they experience in implementing differentiated instruction and their strategies to make it effective. The research underscores the vital role of informed teachers and ongoing professional development in fostering a respectful, culturally responsive pedagogy. It fosters inclusive classrooms where all students feel valued, helps close the achievement gap, and enhances student success. This research demonstrates the necessity of adjusting pedagogy to different profiles of students in Moroccan schools and elsewhere.
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