Revolutionizing the teaching of ecosystems: The impact of pedagogical engineering on educational success

Abstract

In the present educational context, enhancing students' understanding of ecological concepts is increasingly crucial in addressing global environmental challenges. Pedagogical engineering, which involves the systematic design of learning processes, is emerging as an effective strategy for improving science education. Although the Moroccan educational system often relies on traditional methods, research in science didactics suggests that active learning and contextualization of content can enhance student engagement and performance. This article explores the effectiveness of pedagogical engineering in teaching ecosystem conceptualization to high school students, hypothesizing that structured pedagogical interventions can significantly improve understanding of complex ecosystem interactions. Conducted at OMAR IBN KHATAB High School in Tetouan, Morocco, this study examines the impact of pedagogical engineering on students' grasp of ecosystems. A sample of 60 students was divided into two groups: an experimental group, which received lessons based on pedagogical engineering, and a control group, which followed the standard curriculum. Interventions included interactive activities, regional case studies, and ecosystem modeling. Data were collected through tests administered before and after the intervention, including multiple-choice questions and modeling tasks. Analysis of the results indicated that the pedagogical interventions had a significantly positive effect on the academic performance of students in the experimental group. These methods facilitated better knowledge assimilation, consistent with constructivist learning theories. These findings may assist educators and policymakers in enhancing science teaching and promoting the broader adoption of learner-centered pedagogical approaches. However, further research is needed to validate these findings with larger and more diverse samples.