Educational innovation in nursing and health technology in Morocco: a descriptive analytique study exploring the determinants of its adoption at the level of higher institutes of nursing and health technology

Educational innovation in nursing and health technology in Morocco: a descriptive analytique study exploring the determinants of its adoption at the level of higher institutes of nursing and health technology | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Educational innovation in nursing and health technology in Morocco: a descriptive analytique study exploring the determinants of its adoption at the level of higher institutes of nursing and health technology FATIMA BARICH, Kawtar CHAFIK, Fatima Zahra LAAMIRI, ElHassan ROUSSI, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9260576/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background: Educational innovation is now an essential lever for improving the quality of training. Since the introduction of the Bachelor’s-Master ‘s-Doctorate (BMD) system in Morocco, Higher Institutes of Nursing and Health Techniques (HINHT) have been called upon to rethink their teaching practices. This study aims to exploring the determinants of educational innovation at the level of Higher Institutes of Nursing and Health Techniques in this context of reform. Methods: A descriptive analytique study was conducted among 301 teachers from various ISPITS in Morocco. The questionnaire used for this study was developed to collect quantitative information on several dimensions related to educational innovation. All statistical analyses were performed using the Statistical Package for the Social Sciences (SPSS, version 20.0). The normal distribution of quantitative variables was tested using the Kolmogorov-Smirnov test. Nominal variables were presented as proportions. Results : The results showed that nearly half of the participants (49.8%) were in the 30-40 age group, with the majority being female (72.1%). Only 27% had received training in pedagogical innovation. The main factors driving innovation were improving teaching (98.7%), Curricular reforms (88.0%), institutional obligation (78.1%), job dissatisfaction (75.4%) and breaking with routine (73.8%). Conclusions: This study identified the institutional and personal reasons that prompted those responsible for training at HINHP in Morocco to use pedagogical innovation. However, continuing education in pedagogical innovation must reach all teachers. It remains a sine qua non condition for preparing them for innovation, but also for supporting them so that they can keep up with and adapt to the reforms taking place in the education system. educational innovation factors encouraging educational innovation continuing education nursing and health sciences HINHT Morocco Figures Figure 1 Introduction The Higher Institutes of Nursing and Health Technology (HINHT) in Morocco, created in 2013, were established as part of an ambitious reform aimed at bringing nursing training in to line with the standards of Law 01 − 00 governing the organisation of higher education [ 1 ].These establishments, classified as higher education institutions not affiliated with universities, are placed under the supervision of the government authority responsible for health [ 2 ].They offer structured training in three study cycles – Professional Bachelor's Degree, Master's Degree and Doctorate – for nursing and health technology professions, aimed at strengthening the technical and scientific skills of healthcare professionals in Morocco. The introduction of the Bachelor-Master-Doctorate (BMD) system in the HINHT marked a fundamental break with traditional teaching methods, particularly the traditional lecture format, making pedagogical innovation an essential requirement for improving the quality of education and meeting the new demands of professional training [ 3 , 4 ].In the same vein, Lahrour and Boudad (2025) [ 5 ] advocate that educational innovation appears to day as a strategic necessity to respond to these transformations. It is not limited to the use of digital tools, but encompasses any modification of educational practices aimed at improving the quality of learning, strengthening learner engagement and adapting teaching to contemporary needs. This concept is central to the thinking not only of teachers and students, but also of policymakers and administrators [ 6 ]. It is part of the strategic vision for reform during the 2015–2030 period, which emphasizes the importance of "promoting scientific and technological research and innovation." (Supreme Council for Education, Training and Scientific Research (CSEFRS, 2015) [ 7 ]. Research on This topic addresses the major challenges of our time and necessitates a rethinking of teacher training and the updating of teaching methods, taking in to account the diversity of students [ 8 ]. This research thus enables the development of new approaches to knowledge transfer, student support, and the transition towards innovative teaching practices, capable of ensuring quality learning and contributing to the development of a globalized society, in the face of educational, scientific, and socio-economic challenges [ 8 ]. Teacher training in pedagogical innovation is one of the key steps in the innovation process in higher education [ 9 ] and one of the main drivers of progress for any educational institution [ 3 , 10 ]. The concept of support and guidance as the core principle of innovation is central to the (HINHT) programs, which are managed by the department responsible for research, cooperation, and continuing education. This department considers training in pedagogical innovation to be an essential requirement, not only to enable teachers to adapt to reforms within the education system, but also as an opportunity for their professional and personal development. Therefore, this study aims to exploring the determinants of educational innovation at the level of Higher Institutes of Nursing and Health Techniques in the context of reform. It also seeks to identify the conditions necessary to make innovation a driving force for progress in the teaching of nursing and healthcare sciences. Methods Study design This is a descriptive analytical study conducted within 23 institutes in Morocco to explore the determinants of educational innovation, particularly in the context of reform. Study Setting This study was conducted in 2025 which surveyed 301 teachers working in 23 higher education institutes for health professions and health technologies (HINHT) across Morocco under the Ministry of Health and Social Protection in Morocco. Data Collection The data was collected using an online Google Forms questionnaire. This tool was validated by experts and pre-tested before data collection. The questionnaire was developed to collect quantitative information on several dimensions related to educational innovation. It includes five main sections : Sociodemographic characteristics This section describes the profile of the study participants through variables such as age, gender, education level, and professional experience. Institutional motives for adopting pedagogical innovation This section explores the reasons that may encourage responsible organizations to use pedagogical innovation, including improving the quality of teaching, addressing learner failure, raising the overall level of students, institutional obligation, and the introduction of curricular innovations. Personal Motivations to Innovate: This section examines the individual factors that drive teachers to innovate, such as professional dissatisfaction, the start of the academic year, teamwork, the need to break with routine, and feedback after an internship. Teacher Training in Pedagogical Innovation This section focuses on teacher participation in training related to pedagogical innovation within Moroccan HINHT. Impacts of Training on Instructional Design This final section evaluates the effects of innovation training on the instructional design process, through four phases: Analysis: taking into account learner characteristics influencing pedagogical choices; Design: detailed planning of instruction, definition of learning objectives and selection of content and teaching strategies; Implementation (distribution): implementation of the learning system for learners, involving appropriate logistical and technological organization ; Assessment: Development of assessment tools to measure the achievement of educational objectives Statistical analysis All statistical analyses were performed using the Statistical Package for the Social Sciences (SPSS, version 20.0). The normal distribution of quantitative variables was tested using the Kolmogorov-Smirnov test. Nominal variables were presented as proportions. Results Sociodemographic characteristics of participants 301 teachers completed the questionnaire, nearly half of the participants (49.8%) are between 30 and 40 years old. The majority are female (72.1%), and almost half have a master's degree (49.8%). Furthermore, more than a third of the participants have between 5 and 10 years of professional experience (see Table 1). Structures responsible for strengthening teachers' pedagogical innovation skills. According to Table 2, almost all participants believe that the training department, the academic department and the department of research, continuing education and cooperation at ISPITS are the entités responsible for strengthening teachers' skills in terms of pedagogical innovation. Training on pedagogical innovation within HINHP Out of a total of 301 teachers, only 80 (27%) have received training on pedagogical innovation, compared to 221 (73%) who have not yet received training (see figure 1). Institutional and personal reasons encouraging the use of educational innovation by institutions and teachers The main institutional and personal reasons for adopting pedagogical innovation within HINHP, from the perspective of both teachers and the responsible organizations (see Table 3). Personal reasons Improving teaching quality is the most common reason, with almost all teachers (98.7%) recognizing this as an essential factor. The overall academic level of students (86.0%) and curriculum reforms (88.0%) are also among the most frequent reasons, followed by more contextual factors such as student underperformance (64.1%) and institutional requirements (78.1%). Institutional reasons The responsible organizations primarily identified job dissatisfaction (75.4%) and the need to break with routine (73.8%) as key drivers for adopting innovative approaches. Other factors related to collaboration and feedback in the innovation process, such as teamwork (72.8%) and evaluating results after a training program (58.5%), were also identified. Finally, almost half (42.2%) considered the start of the academic year a strategic time to initiate pedagogical changes. Impact of training in educational innovation According to Table 4, training in educational innovation enabled teachers to adopt the stages of educational design, with 24.6% for implementation, 23.9% for analysis, 23% for evaluation and 22.9% for design (see Table 4). Discussion This is the first study to explore the institutional and personal determinants of educational innovation in nursing and health technology education in Morocco following the introduction of the BMD system. The results relating to age group show that almost half of the population (49.8%) is aged between 30 and 40, and more than a third have between 5 and 10 years of professional experience years. In terms of gender, the results show a clear predominance of women (72.1%), compared to 27.9% for men. This explains why nursing is traditionally a female profession [ 11 ]. Among the reasons prompting responsible structures to use innovation, the results showed that the improvement of teaching, curricular reforms and institutional obligation are the reasons with the respective proportions of 98.7%, 88%, 78.1%. These results corroborate Feller's (2018) [ 4 ] assertion that pedagogical innovation is essential for improving the quality of teaching. The ultimate goal of educational innovation is to continuously improve teaching methods and promote student development while enabling students to articulate their knowledge, reflect on their learning, and develop a personal understanding of it. The use of student-centred teaching strategies promotes optimal thinking development and student engagement in their learning journey [ 12 ]. Unequivocally, pedagogical innovations require students to be active in their learning and therefore demand commitment on their part [ 13 ]. Regarding curriculum reforms and institutional requirements, our results corroborate the findings of Barich et al. (2019) [ 14 ], according to which institutional requirements imposed the adoption of an academic approach that resulted in a new educational architecture based on the BMD system. This necessitated the use of pedagogical innovation and a restructuring of the content of training programs. Teachers working at HINHP must adapt to one of the requirements of the BMD system, namely pedagogical innovation [ 14 ]. Nevertheless, only 27% of participants benefited from continuing education in educational innovation, and our results corroborate the findings of Mili & al (2021) and Nassij (2022) [ 15 , 16 ] who report that continuing education remains weak and generally does not achieve the expected results and has not yet reached its full potential. However, the National Charter for Education and Training in Morocco emphasizes the mandatory nature of such continuing education, stipulated in Article 136, Section 13 [ 17 ]. This enables teachers to supplement and improve their training so that they are able to keep up with and adapt to reforms in the education system It is one of the means of ensuring that human resources adapt to and take action on the environment. This importance given to continuing education reflects the desire to make it a key lever to support the profound transformations of the education system and meet current requirements in terms of quality and educational innovation [ 18 ]. Continuing education also has a major impact on the educational process and facilitates quality education and the integration of students into situations of academic success, which subsequently translates into social and professional success [ 19 ]. Hence, pedagogical support for teachers remains essential for sustaining innovation [ 13 ]. The issue of support and guidance is a key aspect of pedagogical innovation [ 20 ]. In order to train and support teachers, it is necessary to consult with education specialists, engage all stakeholders (teachers, students, technicians, educational stakeholders, etc.) in a strong dynamic of educational transformation, take into account motivation, different learning profiles, methods, and assessment methods, and draw inspiration from the educational experiences of developed countries in order to update practices and establish links with the professional world [ 8 ]. As for the reasons why teachers resort to pedagogical innovation, they revolve around dissatisfaction with their work, breaking with routine, teamwork, and the outcome of a training course. Nevertheless, they are cited by respondents with almost equal frequency. Respectively, 75.4%, 73.8% and 72.8%. Our results corroborate those of Mosieller (2019)[ 21 ], who reports that the beginning of the school year is an ideal time to make changes to one's usual practices (routines) with a view to improving them. Similarly, meeting with a trainer (for example, during an internship) or with a colleague while working in a team can also be a particularly innovative catalyst. Teamwork improves everyone's psycho-pedagogical and didactic training, simply by sharing questions and practices and, in the best cases, through collective reflection on learners, teaching and the curriculum [ 22 ]. Teamwork and collegiality among professors is one of the guarantees of success of an innovative program [ 23 ] dictated by the establishment of the BMD system. Similarly, 78.1% of participants cited institutional obligation as one of the reasons for adopting pedagogical innovation. These results reflect the fact that pedagogical innovation was institutional in origin, imposed or recommended by decrees, circulars or framework laws with the introduction of the LMD system 1 , 2 . In terms of the impact of training on teachers' practices, the training enabled them to take action at every stage of the teaching/learning process. Indeed, 23% were able to examine the characteristics of learners that will influence educational design decisions. Our findings corroborate those of Prégent (1990) [ 24 ], who argues that teachers should choose methods based on the characteristics of the population they are responsible for. Student characteristics also include learning styles. In this regard, El Ghardallou et al (2013) [ 25 ] specify that educators seek to identify learning styles and adapt their teaching methods accordingly. As for assessment, as a stage in instructional design [ 26 ], at the end of the teacher training, the results showed that 23.6% had developed assessment tools to evaluate the process of achieving objectives. Continuing education was very useful to participants, enabling them to implement approaches for constructing valid assessment tools. These results clearly demonstrate the impact of training in educational innovation. Continuing education is becoming the preferred route for acquiring the tools needed to teach at all stages of educational design, contributing to professional and personal development as well as adaptation to the reforms currently underway in the education system within HINHP in Morocco. To achieve this, it would be desirable to create a Centre for Educational Innovation (CEI) within, following the example of other higher education institutions in Morocco. The aim would be to continuously improve the quality of teaching and respond to the contemporary challenges facing higher education. Conclusions This study identified the institutional and personal reasons that prompted those responsible for training at HINHP in Morocco to use pedagogical innovation. However, continuing education in pedagogical innovation must reach all teachers. It remains a sine qua non condition for preparing them for innovation, but also for supporting them so that they can keep up with and adapt to the reforms taking place in the education system. This is with a view to contributing to improving the quality of higher education, of which HINHP are a part. Abbreviations HINPHT Higher Institute of Nursing Professions and Health Techniques BMD Bachelor's Degree, Master's Degree and Doctorate CSEFRS Supreme Council for Education, Training and Scientific Research SPSS Statistical Package for the Social Sciences CEI Centre for Educational Innovation Declarations Ethics approval and consent to participate The research protocol was approved by the Ethics Committee for Biomedical Research at Mohammed V University in Rabat, Morocco (File No 09/21). We respected the ethical principles of scientific research, in particular, the free and informed consent of participants, the right to information: all participants were informed about the subject of the study and its purpose through a written paragraph prior to the questionnaire, the right to anonymity and confidentiality, and the right to self-determination Clinical trial number: Not applicable Consent for publication Not applicable Availability of data and materials The data used to support the conclusions of this study are available from the corresponding author but access is restricted. These data, used under license for this study, are therefore not publicly available. However, they can be obtained from the authors upon reasonable request. Competing interests The authors declare that they have no competing interests Funding This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Authors' contributions FB: Study design, Data collection, Data analysis, Study supervision , KC: Data collection, Data analysis, FL: Data collection, Data analysis . ER: Data collection, Data analysis . BH: Study design, Data analysis . AB: Study design, Data collection, Data analysis, IB: Data analysis, Study supervision. All authors read and agreed to the final version of the manuscript. All authors have critically reviewed and approved the final draft of the manuscript. Acknowledgements We would like to thank all the teachers from the 23 institutes in Morocco who participated in this study. We also thank the school administrations who granted permission for the teachers to conduct it. References Kingdom of Morocco. Ministry of Higher Education, Executive Training and Scientific Research., (2010). Textes Législatifs et Réglementaires Relatifs à l'Enseignement Supérieur. 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URL : https://journals.openedition.org/ripes/771 10.4000/ripes.771 Prégent R. La préparation d’un cours. Editions de l’école polytechnique. (1990). El Ghardalloum M, Ajmi T, Bougmiza I, Zedin C, Mellouli M, Mtiraoui A. Les styles d’apprentissage des étudiants de la faculté de médecine de Sousse (Tunisie) Pédagogie Médicale. 2013; 14(3): 203–215. doi.org/10.1051/pmed/2013050 . Accessed February 20, 2026. Sartori AS. Le design pédagogique et les modes d'interaction dans l'éducation à distance. Distances et savoirs. Éditions JLE Éditions. 2019;25(9):219–33. ISSN 1765-08. Footnotes Decree No. 2-93-602 of 13 Jumada I 1414 (29 October 1993) establishing training institutes for healthcare careers. http://bdj.mmsp.gov.ma/Fr/Document/256-D%C3%A9cret-n-2-93- 308-du-13-joumada-I-1414-29-octobr.aspx?KeyPath=. 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Tables Table 1: Sociodemographic characteristics of the participants (n=301) Variables Population n= 301 Age [20 to 30 years [ [30 to 40 years [ [40 to 50 years [ 50 years and older 5 (1.7) 150 (49.8) 94(31.2) 52(17.3) Gender Man Woman 84 (27.9) 217 (72.1) Role within ISPITS Academic teaching and clinical supervision Solely responsible for academic teaching Solely responsible for clinical supervision: Department/unit coordinator Sector Coordination Responsible for a management-level function 199 (66.1) 99 (32.9) 2(0.6) 59(19.6) 23(7.7) 43(14.3) Courses offered by program Medical and social assistance Rehabilitation Midwifery Nursing care Health technologies 38 (12.6) 107(35.5) 96(31.9) 218 (72.4) 107 (35.5) Years of experience < 5 years [5 to10 ans [ [10 to 15ans [ [15 to 20 ans [ ≥20 ans 69 (22.9) 104 (34.6) 37 (12.3) 107 (35.5) 18 (6.0) Note: The values are expressed as both absolute numbers and percentages. Table 2: Organizations responsible for enhancing teachers' skills in pedagogical innovation Variables Population n=301 Training Division No Yes 13(4.3) 288(95.7) HINHP Management No Yes 16 (5.3) 285 (94.7) HINHP Academic Affairs Department No Yes 23 (7.6) 278 (92.4) Department of Research, Continuing Education and Cooperation HINHP No Yes 24 (8.0) 277 (92.0) General Secretariat of HINHP No Yes 112 (37.2) 189 (62.8) HINHP programmes No Yes 69 (22.9) 232 (77.1) HINHP options No Yes 78 (25.9) 223 (74.1) Note: HINHP: Higher Institute of Nursing and Health Professions. Values are expressed in terms of numbers and percentages Table 3: Institutional and personal reasons encouraging the use of educational innovation by institutions and teachers Variables Population n= 301 Reasons for teachers to use educational innovation Improvement in teaching 297(98.7) Failure of certain pupils 193 (64.1) General level of pupils 259 (86.0) Institutional obligation 235 (78.1) Curricular reforms 265 (88.0) Reasons motivating responsible structures to resort to innovation Dissatisfaction with their work 227 (75.4) Start of the school year 127 (42.2) Teamwork 219 (72.8) At the end of an internship 176 (58.5) Breaking with routine 222 (73.8) Note: Values are expressed in numbers and percentages Table 4: Impact of training in educational innovation on instructional design Variables Population n=301 Analysis phase : examine learner characteristics that will influence educational design decisions No Yes 8(2.7) 72(23.9) Design : specify learning objectives and develop teaching strategies No Yes 11 (3.7) 69 (22.9) Implementation: Making the learning system available to students No Yes 6 (2.0) 74 (24.6) Evaluation : Develop evaluation tools to assess the process of achieving objectives. No Yes 9 (3.0) 71 (23.0) Note: Values are expressed in numbers and percentages. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9260576","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":627013899,"identity":"88270af8-f9e7-45ac-8473-b8e538fcf5fe","order_by":0,"name":"FATIMA BARICH","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA90lEQVRIiWNgGAWjYBACAyA+wNjAwM/AACQZKiAiIJqgFskGNpCWM1AtZwhoYYBoATHaiNBizn724YGfOxgk+Oc3t274Oe+wvDl78wGGg3twa7HsSTc42HuGQULiGGPbzd5thw139hxLYDjwDI/DDqQxHAa6p44BqOUG77bDjBtu5BgwfziAR8v5Z2AtEvIgW/7OOWwP0sJwAJ+WGxBbJAyAWm7zNhxOJKjFcsYzhoO9bRIShscS227LHEtP3nDmWMIBfFrM+dOYP/xss5GQO3z82c03Nda2G443H3yATwsUSMAYzWCSsAYkUEeK4lEwCkbBKBghAAC2xWBMfPW8dQAAAABJRU5ErkJggg==","orcid":"","institution":"Higher Institutes of Nursing Professions and Health Techniques","correspondingAuthor":true,"prefix":"","firstName":"FATIMA","middleName":"","lastName":"BARICH","suffix":""},{"id":627013900,"identity":"89f362c8-9d61-41b1-afd8-8609ffab1fb8","order_by":1,"name":"Kawtar CHAFIK","email":"","orcid":"","institution":"Higher Institutes of Nursing Professions and Health Techniques","correspondingAuthor":false,"prefix":"","firstName":"Kawtar","middleName":"","lastName":"CHAFIK","suffix":""},{"id":627013901,"identity":"7abf7c52-5d87-4652-b245-ce44c364726e","order_by":2,"name":"Fatima Zahra LAAMIRI","email":"","orcid":"","institution":"Hassan First University , Higher Institute of Health Sciences, Laboratory of Health Sciences and Technologies,","correspondingAuthor":false,"prefix":"","firstName":"Fatima","middleName":"Zahra","lastName":"LAAMIRI","suffix":""},{"id":627013902,"identity":"67c6ff99-f7c6-44f7-b2f5-81304252a373","order_by":3,"name":"ElHassan ROUSSI","email":"","orcid":"","institution":"Hassan First University , Higher Institute of Health Sciences, Laboratory of Health Sciences and Technologies,","correspondingAuthor":false,"prefix":"","firstName":"ElHassan","middleName":"","lastName":"ROUSSI","suffix":""},{"id":627013903,"identity":"7e35c9a5-3934-46a0-8880-b22fb6aebbad","order_by":4,"name":"Banacer HIMMI","email":"","orcid":"","institution":"Higher Institutes of Nursing Professions and Health Techniques","correspondingAuthor":false,"prefix":"","firstName":"Banacer","middleName":"","lastName":"HIMMI","suffix":""},{"id":627013904,"identity":"7c381fab-4690-4ee1-bfdb-093a47e1822f","order_by":5,"name":"Amina BARKAT","email":"","orcid":"","institution":"Mohammed V University","correspondingAuthor":false,"prefix":"","firstName":"Amina","middleName":"","lastName":"BARKAT","suffix":""},{"id":627013905,"identity":"135407e2-b1d6-44c8-ae33-db002a6d0058","order_by":6,"name":"Imane BARAKAT","email":"","orcid":"","institution":"Higher Institute of Professions Nurses and Health Techniques of Marrakech","correspondingAuthor":false,"prefix":"","firstName":"Imane","middleName":"","lastName":"BARAKAT","suffix":""}],"badges":[],"createdAt":"2026-03-29 18:53:16","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-9260576/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9260576/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":107617010,"identity":"4c53e069-0e35-4b72-9b5f-2b4f22cfc1ec","added_by":"auto","created_at":"2026-04-23 09:17:07","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":20042,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eTeacher training in educational innovation within HINHP\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-9260576/v1/fd5f7d017017a3add52871d5.png"},{"id":107898858,"identity":"c61a0df7-b18c-4ac0-8057-f30ecd42d5ea","added_by":"auto","created_at":"2026-04-27 11:12:18","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":312173,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9260576/v1/23907b94-43f5-42fe-b9a1-124480ff0d96.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Educational innovation in nursing and health technology in Morocco: a descriptive analytique study exploring the determinants of its adoption at the level of higher institutes of nursing and health technology","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe Higher Institutes of Nursing and Health Technology (HINHT) in Morocco, created in 2013, were established as part of an ambitious reform aimed at bringing nursing training in to line with the standards of Law 01\u0026thinsp;\u0026minus;\u0026thinsp;00 governing the organisation of higher education [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e].These establishments, classified as higher education institutions not affiliated with universities, are placed under the supervision of the government authority responsible for health [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e].They offer structured training in three study cycles \u0026ndash; Professional Bachelor's Degree, Master's Degree and Doctorate \u0026ndash; for nursing and health technology professions, aimed at strengthening the technical and scientific skills of healthcare professionals in Morocco.\u003c/p\u003e \u003cp\u003eThe introduction of the Bachelor-Master-Doctorate (BMD) system in the HINHT marked a fundamental break with traditional teaching methods, particularly the traditional lecture format, making pedagogical innovation an essential requirement for improving the quality of education and meeting the new demands of professional training [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e].In the same vein, Lahrour and Boudad (2025) [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e] advocate that educational innovation appears to day as a strategic necessity to respond to these transformations. It is not limited to the use of digital tools, but encompasses any modification of educational practices aimed at improving the quality of learning, strengthening learner engagement and adapting teaching to contemporary needs.\u003c/p\u003e \u003cp\u003eThis concept is central to the thinking not only of teachers and students, but also of policymakers and administrators [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. It is part of the strategic vision for reform during the 2015\u0026ndash;2030 period, which emphasizes the importance of \"promoting scientific and technological research and innovation.\" (Supreme Council for Education, Training and Scientific Research (CSEFRS, 2015) [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eResearch on This topic addresses the major challenges of our time and necessitates a rethinking of teacher training and the updating of teaching methods, taking in to account the diversity of students [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. This research thus enables the development of new approaches to knowledge transfer, student support, and the transition towards innovative teaching practices, capable of ensuring quality learning and contributing to the development of a globalized society, in the face of educational, scientific, and socio-economic challenges [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eTeacher training in pedagogical innovation is one of the key steps in the innovation process in higher education [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e] and one of the main drivers of progress for any educational institution [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. The concept of support and guidance as the core principle of innovation is central to the (HINHT) programs, which are managed by the department responsible for research, cooperation, and continuing education. This department considers training in pedagogical innovation to be an essential requirement, not only to enable teachers to adapt to reforms within the education system, but also as an opportunity for their professional and personal development.\u003c/p\u003e \u003cp\u003eTherefore, this study aims to exploring the determinants of educational innovation at the level of Higher Institutes of Nursing and Health Techniques in the context of reform. It also seeks to identify the conditions necessary to make innovation a driving force for progress in the teaching of nursing and healthcare sciences.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStudy design\u003c/h2\u003e \u003cp\u003eThis is a descriptive analytical study conducted within 23 institutes in Morocco to explore the determinants of educational innovation, particularly in the context of reform.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eStudy Setting\u003c/h3\u003e\n\u003cp\u003eThis study was conducted in 2025 which surveyed 301 teachers working in 23 higher education institutes for health professions and health technologies (HINHT) across Morocco under the Ministry of Health and Social Protection in Morocco.\u003c/p\u003e\n\u003ch3\u003eData Collection\u003c/h3\u003e\n\u003cp\u003eThe data was collected using an online Google Forms questionnaire. This tool was validated by experts and pre-tested before data collection. The questionnaire was developed to collect quantitative information on several dimensions related to educational innovation. It includes five main sections :\u003c/p\u003e\n\u003ch3\u003eSociodemographic characteristics\u003c/h3\u003e\n\u003cp\u003eThis section describes the profile of the study participants through variables such as age, gender, education level, and professional experience.\u003c/p\u003e\n\u003ch3\u003eInstitutional motives for adopting pedagogical innovation\u003c/h3\u003e\n\u003cp\u003eThis section explores the reasons that may encourage responsible organizations to use pedagogical innovation, including improving the quality of teaching, addressing learner failure, raising the overall level of students, institutional obligation, and the introduction of curricular innovations.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003ePersonal Motivations to Innovate:\u003c/h2\u003e \u003cp\u003eThis section examines the individual factors that drive teachers to innovate, such as professional dissatisfaction, the start of the academic year, teamwork, the need to break with routine, and feedback after an internship.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eTeacher Training in Pedagogical Innovation\u003c/h3\u003e\n\u003cp\u003eThis section focuses on teacher participation in training related to pedagogical innovation within Moroccan HINHT.\u003c/p\u003e\n\u003ch3\u003eImpacts of Training on Instructional Design\u003c/h3\u003e\n\u003cp\u003eThis final section evaluates the effects of innovation training on the instructional design process, through four phases:\u003c/p\u003e \u003cp\u003eAnalysis: taking into account learner characteristics influencing pedagogical choices;\u003c/p\u003e \u003cp\u003eDesign: detailed planning of instruction, definition of learning objectives and selection of content and teaching strategies;\u003c/p\u003e \u003cp\u003eImplementation (distribution): implementation of the learning system for learners, involving appropriate logistical and technological organization ;\u003c/p\u003e \u003cp\u003eAssessment: Development of assessment tools to measure the achievement of educational objectives\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eStatistical analysis\u003c/h2\u003e \u003cp\u003eAll statistical analyses were performed using the Statistical Package for the Social Sciences (SPSS, version 20.0). The normal distribution of quantitative variables was tested using the Kolmogorov-Smirnov test. Nominal variables were presented as proportions.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003eSociodemographic characteristics of participants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e301 teachers completed the questionnaire, nearly half of the participants (49.8%) are between 30 and 40 years old. The majority are female (72.1%), and almost half have a master\u0026apos;s degree (49.8%). Furthermore, more than a third of the participants have between 5 and 10 years of professional experience (see Table 1).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStructures responsible for strengthening teachers\u0026apos; pedagogical innovation skills.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAccording to Table 2, almost all participants believe that the training department, the academic department and the department of research, continuing education and\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003ecooperation at ISPITS are the entit\u0026eacute;s responsible for strengthening teachers\u0026apos; skills in terms of pedagogical innovation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTraining on pedagogical innovation within\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eHINHP\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOut of a total of 301 teachers, only 80 (27%) have received training on pedagogical innovation, compared to 221 (73%) who have not yet received training (see figure 1).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInstitutional and personal reasons encouraging the use of educational innovation by institutions and teachers\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe main institutional and personal reasons for adopting pedagogical innovation within HINHP, from the perspective of both teachers and the responsible organizations (see Table 3).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePersonal reasons\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eImproving teaching quality is the most common reason, with almost all teachers (98.7%) recognizing this as an essential factor.\u003c/p\u003e\n\u003cp\u003eThe overall academic level of students (86.0%) and curriculum reforms (88.0%) are also among the most frequent reasons, followed by more contextual factors such as student underperformance (64.1%) and institutional requirements (78.1%).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInstitutional reasons\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe responsible organizations primarily identified job dissatisfaction (75.4%) and the need to break with routine (73.8%) as key drivers for adopting innovative approaches.\u003c/p\u003e\n\u003cp\u003eOther factors related to collaboration and feedback in the innovation process, such as teamwork (72.8%) and evaluating results after a training program (58.5%), were also identified. Finally, almost half (42.2%) considered the start of the academic year a strategic time to initiate pedagogical changes.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eImpact of training in educational innovation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAccording to Table 4, training in educational innovation enabled teachers to adopt the stages of educational design, with 24.6% for implementation, 23.9% for analysis, 23% for evaluation and 22.9% for design (see Table 4).\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis is the first study to explore the institutional and personal determinants of educational innovation in nursing and health technology education in Morocco following the introduction of the BMD system. The results relating to age group show that almost half of the population (49.8%) is aged between 30 and 40, and more than a third have between 5 and 10 years of professional experience years. In terms of gender, the results show a clear predominance of women (72.1%), compared to 27.9% for men. This explains why nursing is traditionally a female profession [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Among the reasons prompting responsible structures to use innovation, the results showed that the improvement of teaching, curricular reforms and institutional obligation are the reasons with the respective proportions of 98.7%, 88%, 78.1%. These results corroborate Feller's (2018) [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] assertion that pedagogical innovation is essential for improving the quality of teaching. The ultimate goal of educational innovation is to continuously improve teaching methods and promote student development while enabling students to articulate their knowledge, reflect on their learning, and develop a personal understanding of it. The use of student-centred teaching strategies promotes optimal thinking development and student engagement in their learning journey [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Unequivocally, pedagogical innovations require students to be active in their learning and therefore demand commitment on their part [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eRegarding curriculum reforms and institutional requirements, our results corroborate the findings of Barich et al. (2019) [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e], according to which institutional requirements imposed the adoption of an academic approach that resulted in a new educational architecture based on the BMD system. This necessitated the use of pedagogical innovation and a restructuring of the content of training programs. Teachers working at HINHP must adapt to one of the requirements of the BMD system, namely pedagogical innovation [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eNevertheless, only 27% of participants benefited from continuing education in educational innovation, and our results corroborate the findings of Mili \u0026amp; al (2021) and Nassij (2022) [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e] who report that continuing education remains weak and generally does not achieve the expected results and has not yet reached its full potential. However, the National Charter for Education and Training in Morocco emphasizes the mandatory nature of such continuing education, stipulated in Article 136, Section 13 [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. This enables teachers to supplement and improve their training so that they are able to keep up with and adapt to reforms in the education system It is one of the means of ensuring that human resources adapt to and take action on the environment. This importance given to continuing education reflects the desire to make it a key lever to support the profound transformations of the education system and meet current requirements in terms of quality and educational innovation [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. Continuing education also has a major impact on the educational process and facilitates quality education and the integration of students into situations of academic success, which subsequently translates into social and professional success [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Hence, pedagogical support for teachers remains essential for sustaining innovation [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. The issue of support and guidance is a key aspect of pedagogical innovation [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. In order to train and support teachers, it is necessary to consult with education specialists, engage all stakeholders (teachers, students, technicians, educational stakeholders, etc.) in a strong dynamic of educational transformation, take into account motivation, different learning profiles, methods, and assessment methods, and draw inspiration from the educational experiences of developed countries in order to update practices and establish links with the professional world [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eAs for the reasons why teachers resort to pedagogical innovation, they revolve around dissatisfaction with their work, breaking with routine, teamwork, and the outcome of a training course. Nevertheless, they are cited by respondents with almost equal frequency. Respectively, 75.4%, 73.8% and 72.8%. Our results corroborate those of Mosieller (2019)[\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e], who reports that the beginning of the school year is an ideal time to make changes to one's usual practices (routines) with a view to improving them. Similarly, meeting with a trainer (for example, during an internship) or with a colleague while working in a team can also be a particularly innovative catalyst. Teamwork improves everyone's psycho-pedagogical and didactic training, simply by sharing questions and practices and, in the best cases, through collective reflection on learners, teaching and the curriculum [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Teamwork and collegiality among professors is one of the guarantees of success of an innovative program [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e] dictated by the establishment of the BMD system.\u003c/p\u003e \u003cp\u003eSimilarly, 78.1% of participants cited institutional obligation as one of the reasons for adopting pedagogical innovation. These results reflect the fact that pedagogical innovation was institutional in origin, imposed or recommended by decrees, circulars or framework laws with the introduction of the LMD system\u003csup\u003e1\u003c/sup\u003e,\u003csup\u003e2\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eIn terms of the impact of training on teachers' practices, the training enabled them to take action at every stage of the teaching/learning process. Indeed, 23% were able to examine the characteristics of learners that will influence educational design decisions. Our findings corroborate those of Pr\u0026eacute;gent (1990) [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e], who argues that teachers should choose methods based on the characteristics of the population they are responsible for. Student characteristics also include learning styles. In this regard, El Ghardallou et al (2013) [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e] specify that educators seek to identify learning styles and adapt their teaching methods accordingly.\u003c/p\u003e \u003cp\u003eAs for assessment, as a stage in instructional design [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e], at the end of the teacher training, the results showed that 23.6% had developed assessment tools to evaluate the process of achieving objectives. Continuing education was very useful to participants, enabling them to implement approaches for constructing valid assessment tools. These results clearly demonstrate the impact of training in educational innovation. Continuing education is becoming the preferred route for acquiring the tools needed to teach at all stages of educational design, contributing to professional and personal development as well as adaptation to the reforms currently underway in the education system within HINHP in Morocco.\u003c/p\u003e \u003cp\u003eTo achieve this, it would be desirable to create a Centre for Educational Innovation (CEI) within, following the example of other higher education institutions in Morocco. The aim would be to continuously improve the quality of teaching and respond to the contemporary challenges facing higher education.\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThis study identified the institutional and personal reasons that prompted those responsible for training at HINHP in Morocco to use pedagogical innovation. However, continuing education in pedagogical innovation must reach all teachers. It remains a sine qua non condition for preparing them for innovation, but also for supporting them so that they can keep up with and adapt to the reforms taking place in the education system. This is with a view to contributing to improving the quality of higher education, of which HINHP are a part.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eHINPHT\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eHigher Institute of Nursing Professions and Health Techniques\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eBMD\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eBachelor's Degree, Master's Degree and Doctorate\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eCSEFRS\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eSupreme Council for Education, Training and Scientific Research\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eSPSS\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eStatistical Package for the Social Sciences\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eCEI\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eCentre for Educational Innovation\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval\u003c/strong\u003e \u003cstrong\u003eand consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe research protocol was approved by the Ethics Committee for Biomedical Research at Mohammed V University in Rabat, Morocco (File No 09/21). We respected the ethical principles of scientific research, in particular, the free and informed consent of participants, the right to information: all participants were informed about the subject of the study and its purpose through a written paragraph prior to the questionnaire, the right to anonymity and confidentiality, and the right to self-determination\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number:\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data used to support the conclusions of this study are available from the corresponding author but access is restricted. These data, used under license for this study, are therefore not publicly available. However, they can be obtained from the authors upon reasonable request.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFB:\u0026nbsp;\u003c/strong\u003eStudy design, Data collection, Data analysis, Study supervision\u003cstrong\u003e, KC:\u0026nbsp;\u003c/strong\u003eData collection, Data analysis,\u003cstrong\u003e\u0026nbsp;FL:\u0026nbsp;\u003c/strong\u003eData collection, Data analysis\u003cstrong\u003e. ER:\u0026nbsp;\u003c/strong\u003eData collection, Data analysis\u003cstrong\u003e. BH:\u0026nbsp;\u003c/strong\u003eStudy design, Data analysis\u003cstrong\u003e. AB:\u0026nbsp;\u003c/strong\u003eStudy design, Data collection, Data analysis, \u003cstrong\u003eIB:\u003c/strong\u003e Data analysis, Study supervision.\u003c/p\u003e\n\u003cp\u003eAll authors read and agreed to the final version of the manuscript. All authors have critically reviewed and approved the final draft of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe would like to thank all the teachers from the 23 institutes in Morocco who participated in this study. We also thank the school administrations who granted permission for the teachers to conduct it.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003e\u003cspan\u003eKingdom of Morocco. 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Accessed February 20, 2026.\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eSartori AS. Le design p\u0026eacute;dagogique et les modes d\u0026apos;interaction dans l\u0026apos;\u0026eacute;ducation \u0026agrave; distance. Distances et savoirs. \u0026Eacute;ditions JLE \u0026Eacute;ditions. 2019;25(9):219\u0026ndash;33. ISSN 1765-08.\u003c/span\u003e\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Footnotes","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003e Decree No. 2-93-602 of 13 Jumada I 1414 (29 October 1993) establishing training institutes for healthcare careers. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://bdj.mmsp.gov.ma/Fr/Document/256-D%C3%A9cret-n-2-93-\u003c/span\u003e\u003cspan address=\"http://bdj.mmsp.gov.ma/Fr/Document/256-D%C3%A9cret-n-2-93-\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e 308-du-13-joumada-I-1414-29-octobr.aspx?KeyPath=.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003e Decree No. 2-13-658 on higher institutes for nursing and health technology professions (ISPITS). \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.sante.gov.ma/Reglementation/FORMATIONSETUDESETSPECIALITES/Forms/DispForm.aspx?ID=12\u003c/span\u003e\u003cspan address=\"https://www.sante.gov.ma/Reglementation/FORMATIONSETUDESETSPECIALITES/Forms/DispForm.aspx?ID=12\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003e\u003cstrong\u003eTable 1: Sociodemographic characteristics of the participants (n=301)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePopulation\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003en= 301\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003cp\u003e[20 to 30 years [\u003c/p\u003e\n \u003cp\u003e[30 to 40 years [\u003c/p\u003e\n \u003cp\u003e[40 to 50 years [\u003c/p\u003e\n \u003cp\u003e50 years and older\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e5 (1.7)\u003c/p\u003e\n \u003cp\u003e150 (49.8)\u003c/p\u003e\n \u003cp\u003e94(31.2)\u003c/p\u003e\n \u003cp\u003e52(17.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003cp\u003eMan\u003c/p\u003e\n \u003cp\u003eWoman\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e84 (27.9) \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e217 (72.1)\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eRole within ISPITS\u003c/p\u003e\n \u003cp\u003eAcademic teaching and clinical supervision\u003c/p\u003e\n \u003cp\u003eSolely responsible for academic teaching\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eSolely responsible for clinical supervision:\u003c/p\u003e\n \u003cp\u003eDepartment/unit coordinator\u003c/p\u003e\n \u003cp\u003eSector Coordination\u003c/p\u003e\n \u003cp\u003eResponsible for a management-level function\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e199 (66.1)\u003c/p\u003e\n \u003cp\u003e99 (32.9)\u003c/p\u003e\n \u003cp\u003e2(0.6)\u003c/p\u003e\n \u003cp\u003e59(19.6)\u003c/p\u003e\n \u003cp\u003e23(7.7)\u003c/p\u003e\n \u003cp\u003e43(14.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eCourses offered by program\u003c/p\u003e\n \u003cp\u003eMedical and social assistance\u003c/p\u003e\n \u003cp\u003eRehabilitation\u003c/p\u003e\n \u003cp\u003eMidwifery\u003c/p\u003e\n \u003cp\u003eNursing care\u003c/p\u003e\n \u003cp\u003eHealth technologies\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e38 (12.6)\u003c/p\u003e\n \u003cp\u003e107(35.5)\u003c/p\u003e\n \u003cp\u003e96(31.9)\u003c/p\u003e\n \u003cp\u003e218 (72.4)\u003c/p\u003e\n \u003cp\u003e107 (35.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eYears of experience\u003c/p\u003e\n \u003cp\u003e\u0026lt; 5 years\u003c/p\u003e\n \u003cp\u003e[5 to10 ans [\u003c/p\u003e\n \u003cp\u003e[10 to 15ans [\u003c/p\u003e\n \u003cp\u003e[15 to 20 ans [\u003c/p\u003e\n \u003cp\u003e\u0026ge;20 ans\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e69 (22.9)\u003c/p\u003e\n \u003cp\u003e104 (34.6)\u003c/p\u003e\n \u003cp\u003e37 (12.3)\u003c/p\u003e\n \u003cp\u003e107 (35.5)\u003c/p\u003e\n \u003cp\u003e18 (6.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eNote: The values are expressed as both absolute numbers and percentages.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2: Organizations responsible for enhancing teachers\u0026apos; skills in pedagogical innovation\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePopulation\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003en=301\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cem\u003eTraining\u003c/em\u003e Division\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e13(4.3)\u003c/p\u003e\n \u003cp\u003e288(95.7)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eHINHP Management\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e16 (5.3)\u003c/p\u003e\n \u003cp\u003e285 (94.7)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eHINHP Academic Affairs Department\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e23 (7.6)\u003c/p\u003e\n \u003cp\u003e278 (92.4)\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eDepartment of Research, Continuing Education and Cooperation HINHP\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e24 (8.0)\u003c/p\u003e\n \u003cp\u003e277 (92.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eGeneral Secretariat of HINHP\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e112 (37.2)\u003c/p\u003e\n \u003cp\u003e189 (62.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eHINHP programmes\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e69 (22.9)\u003c/p\u003e\n \u003cp\u003e232 (77.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eHINHP options\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e78 (25.9)\u003c/p\u003e\n \u003cp\u003e223 (74.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eNote: HINHP: Higher Institute of Nursing and Health Professions. Values are expressed in terms of numbers and percentages\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3: Institutional and personal reasons encouraging the use of educational innovation by institutions and teachers\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePopulation\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003en= 301\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 100%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eReasons for teachers to use educational innovation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eImprovement in teaching\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e297(98.7)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eFailure of certain pupils\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e193 (64.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eGeneral level of pupils\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e259 (86.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eInstitutional obligation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e235 (78.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eCurricular reforms\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e265 (88.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 100%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eReasons motivating responsible structures to resort to innovation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eDissatisfaction with their work\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e227 (75.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eStart of the school year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e127 (42.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eTeamwork\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e219 (72.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eAt the end of an internship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e176 (58.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eBreaking with routine\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e222 (73.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eNote: Values are expressed in numbers and percentages\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTable 4: Impact of training in educational innovation on instructional design\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eVariables\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ePopulation\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003en=301\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eAnalysis phase : examine learner characteristics that will influence educational design decisions \u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eNo\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eYes\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e8(2.7)\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e72(23.9)\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eDesign : specify learning objectives and develop teaching strategies\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eNo\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eYes\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e11 (3.7)\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e69 (22.9)\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eImplementation: Making the learning system available to students\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eNo\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eYes\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e6 (2.0)\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e74 (24.6)\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eEvaluation : Develop evaluation tools to assess the process of achieving objectives.\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eNo\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eYes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e9 (3.0)\u003c/p\u003e\n \u003cp\u003e71 (23.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eNote: Values are expressed in numbers and percentages.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"educational innovation, factors encouraging educational innovation, continuing education, nursing and health sciences, HINHT, Morocco","lastPublishedDoi":"10.21203/rs.3.rs-9260576/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9260576/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground:\u003c/strong\u003e\u003cem\u003e \u003c/em\u003eEducational innovation is now an essential lever for improving the quality of training. Since the introduction of the Bachelor’s-Master ‘s-Doctorate (BMD) system in Morocco, Higher Institutes of Nursing and Health Techniques (HINHT) have been called upon to rethink their teaching practices. This study aims to exploring the determinants of educational innovation at the level of Higher Institutes of Nursing and Health Techniques in this context of reform.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods:\u003c/strong\u003eA descriptive analytique study was conducted among 301 teachers from various ISPITS in Morocco. The questionnaire used for this study was developed to collect quantitative information on several dimensions related to educational innovation. All statistical analyses were performed using the Statistical Package for the Social Sciences (SPSS, version 20.0). The normal distribution of quantitative variables was tested using the Kolmogorov-Smirnov test. Nominal variables were presented as proportions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e: The results showed that nearly half of the participants (49.8%) were in the 30-40 age group, with the majority being female (72.1%). Only 27% had received training in pedagogical innovation. The main factors driving innovation were improving teaching (98.7%), Curricular reforms (88.0%), institutional obligation (78.1%), job dissatisfaction (75.4%) and breaking with routine (73.8%).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusions: \u003c/strong\u003eThis study identified the institutional and personal reasons that prompted those responsible for training at HINHP in Morocco to use pedagogical innovation. However, continuing education in pedagogical innovation must reach all teachers. It remains a sine qua non condition for preparing them for innovation, but also for supporting them so that they can keep up with and adapt to the reforms taking place in the education system.\u003c/p\u003e","manuscriptTitle":"Educational innovation in nursing and health technology in Morocco: a descriptive analytique study exploring the determinants of its adoption at the level of higher institutes of nursing and health technology","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-23 09:17:00","doi":"10.21203/rs.3.rs-9260576/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"f4129750-31a4-4bc7-881c-e8ec6a6cc514","owner":[],"postedDate":"April 23rd, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-04-27T11:11:56+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-23 09:17:00","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9260576","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9260576","identity":"rs-9260576","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}