Evaluation of Learning Outcomes Related to the "Water" Issue among Moroccan Primary School Pupils in the Fez-Meknes Region Using the Group Mean Profile Method

Humans are strongly influenced by the distribution, abundance, quality, and accessibility of water (Brown et al., 2009), yet water resources worldwide face several challenges. Water quality is constantly deteriorating, and forecasts for the near future are even more worrying, with some countries already experiencing water shortages. Faced with this distressing situation, and since humans are the main contributors to water resource issues, it is essential to develop a conceptual understanding of hydrological phenomena (Nutbeam, 2008), especially as numerous studies have established a link between people's behaviors and their knowledge, perceptions, and attitude (Ajzen & Fishbein, 2004). Educating students, particularly from an early age, is key to fostering a generation capable of adopting responsible behaviors towards water. This article aims to provide an assessment of the learning outcomes of primary school pupils about the main concepts of water resources and conservation. A survey was conducted among 287 final-year primary school pupils in the Fez-Meknes region, covering both urban/rural areas and public/private sectors. The results were analyzed using the Group Mean Profile (GMP) method. The study highlights that, while students strongly understand some areas, significant gaps remain, particularly in global water issues and conservation practices. Addressing these gaps through integrated water-related education in school curricula could equip future generations with the knowledge and skills to make informed decisions and adopt responsible behaviors toward water use and conservation. Received: 1 November 2024 / Accepted: xx February 2025 / Published: 06 March 2025