University of Oulu

Maskour, L., El Batri, B., Ksiksou, J., Jeronen, E., Agorram, B., Alami, A., & Bouali, R. (2022). Views of Moroccan University Teachers on Plant Taxonomy and Its Teaching and Learning Challenges. Education Sciences, 12(11), 799. MDPI AG. Retrieved from

Views of Moroccan university teachers on plant taxonomy and its teaching and learning challenges

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Author: Maskour, Lhoussaine1,2; El Batri, Bouchta3,4; Ksiksou, Jamal5;
Organizations: 1Regional Center for Education and Training Professions (CRMEF), Oued Eddahab, Dakhla 73000, Morocco
2Laboratory of Science and Technology Research (LRST), ESEF, Ibn Zohr University, Agadir 80000, Morocco
3Regional Center for Education and Training Professions (CRMEF), Fes-Meknes, Fez 30000, Morocco
4Engineering Laboratory of Organometallic, Molecular Materials and Environment, Faculty of Sciences, Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, Fez 30000, Morocco
5Sociology-Psychology Laboratory, Faculty of Letters and Human Sciences, Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, Fez 30000, Morocco
6Faculty of Education, University of Oulu, 90014 Oulu, Finland
7Interdisciplinary Research Laboratory in Didactics, Education and Training (LIRDEF), Ecole Normale Supérieure, Cadi Ayyad University, Marrakech 40000, Morocco
8Laboratory of Informatics Signals Automation and Cognitivism (LISAC), Faculty of Sciences, Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, Fez 30000, Morocco
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.9 MB)
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Language: English
Published: Multidisciplinary Digital Publishing Institute, 2022
Publish Date: 2022-11-25


Plant taxonomy includes the identification, description, and classification of plants at the level of species or other taxa. This study aims to analyze the views of university teachers on plant taxonomy and its teaching, the causes of the shortage of plant taxonomists, and the challenges encountered by students in learning plant taxonomy. University teachers in Morocco (n = 24) responded to a survey consisting of fixed and open-ended questions. The data was analyzed by inductive and deductive content analysis. The results showed that all university teachers considered a taxonomist as a scientist and plant taxonomy as a dynamic and highly scientific, and descriptive discipline. They stated that the taxonomist community is in crisis because of the shortage of plant taxonomists and the decrease in the quality of training provided at the university. The biggest challenges in learning plant taxonomy were the prevalence of traditional teacher-centered methods, the inadequacy of time and didactic resources spent on teaching, and the Latin nomenclature. The difficulties associated with the concept of evolution and the diversity of classifications were also mentioned. The angiosperm group was the most difficult for students to understand. Furthermore, this research shows that the financial, human, institutional, pedagogical, and didactic resources for the teaching of plant taxonomy are insufficient and do not allow for the use of teaching methods supporting learning. How to plant taxonomy is taught is important, and when it is considered difficult, it can lead to a reluctance to study plant species and be one of the reasons for the decline in plant taxonomists in Morocco. Consequently, this issue can negatively affect the preservation and conservation of local flora.

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Series: Education sciences
ISSN: 2227-7102
ISSN-E: 2227-7102
ISSN-L: 2227-7102
Volume: 12
Issue: 11
Article number: 799
DOI: 10.3390/educsci12110799
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Copyright information: © 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (