MOOCs as trainer systems in Morocco: challenges and perspectives

Abstract

This study will examine the function of MOOCs as training and professionalization tools for future teachers in Morocco in a context where the education system is deeply influenced by the digital transition. They highlight their diverse pedagogical and professional contributions while questioning their attitude to include an axiological dimension in the development of teacher identity. By jointly examining theoretical frameworks and educational policies in Morocco, we highlight the advantages offered by MOOCs in terms of flexibility and skills development. However, we also point out some constraints that seem to us to be the main ones, such as equity, certification recognition and institutional coherence. Keywords: MOOC – Training of trainers – professionalization – digital education – axiological dimension. Received Date: December 20, 2025 Accepted Date: January 12, 2026 Published Date: February 01, 2026 Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/566