Pedagogical hybridization at Moroccan universities in response to diverse student profiles and needs: toward differentiation and assessment

Abstract

Our study, based on the ADDIE model, aims to analyze the needs of Moroccan students for integrating hybrid learning into their educational process. An online survey was conducted to gather a broad range of responses. The results reveal differences according to specialties (humanities, sciences and technologies, and management) and confirm the initial hypotheses. Statistical correlations show links between student characteristics and their level of digital skills. These findings suggest adopting a differentiated pedagogy in hybrid teaching, based on the use of learning platforms, to better meet learners’ needs.