Examining the Role of Digital Tools and Online Resources in Supporting Moroccan High School Students’ Learning during Teachers’ Strikes

Abstract: This research explores students’ learning experiences using digital tools during teachers strikes focusing on their ability to maintain interest in learning and manage their educational goals independently. A survey involving 82 Baccalaureate students, expected to sit for either a Regional or a National exam at the end of the 2023-2024 school year, was conducted to examine students’ satisfaction concerning using digital tools during Moroccan teachers’ strikes along with the challenges and impact on learning outcomes. The findings revealed that while these tools were essential to sustain students’ learning outside classroom walls, they could not replace nor compare to in-class face-to face interaction. These results are consistent with the broader research on the limitations of digital learning, which emphasizes the importance of human interaction, immediate feedback, and guided instruction-elements that are difficult to achieve through online platforms (Vygotsky, 1978).