Teaching Communication Courses in Moroccan Universities and Institutes:Pedagogical Approaches to Developing Communication Competencies in theContext of Digital Transformation

Abstract

Higher education in Morocco is undergoing significant pedagogical
transformations aimed at improving the quality of university training and enhancing graduates’ employability. Within this context, communication courses have become an essential component of academic programs in universities and higher institutes, given their role in developing students’ communication, cognitive, and behavioral competencies. Communication is increasingly recognized as an interdisciplinary field that integrates communication studies, social sciences, and pedagogy, and contributes to strengthening students’ ability to interact effectively in academic and professional environments.
This study aims to analyze the pedagogical approaches adopted in teaching communication courses in Moroccan universities and institutes and to examine their contribution to the development of students’ communication competencies in the context of digital transformation. The research adopts a descriptive–analytical methodology based on a review of relevant literature in communication studies and higher education pedagogy, combined with a conceptual analysis of teaching
practices related to communication courses in Morocco.
The analysis highlights the growing integration of competency-based learning,
active learning strategies, project-based learning, and digital learning environments in communication teaching. However, several challenges remain, including large class sizes, limited practical training, and insufficient integration of digital tools.
The study concludes by proposing pedagogical recommendations aimed at strengthening interactive learning, digital integration, and stronger links between communication training and labor market needs.