Identifying challenges in teaching chemistry among high and middle school physics and chemistry teachers in Morocco

The current study sheds light on the challenges associated with chemistry teaching at the secondary level by analyzing the perspectives of Moroccan teachers and educational inspectors. The research utilized two data collection tools: a questionnaire and semi-structured interviews and collected input from a sample of 316 participants using a mixed-methods approach. The results reveal that the academic qualifications of teachers represent a significant barrier to the effective teaching of chemistry. Moreover, the high school chemistry curriculum is often characterized by high levels of abstraction which complicates understanding. The study also identifies other impediments, including inadequate initial and ongoing professional development for physics and chemistry teachers, insufficient cognitive development, and the lack of prior knowledge among unmotivated students. The study proposes a series of recommendations aimed at improving chemistry education in Morocco to address these issues. These include the implementation of comprehensive professional development programs for teachers, curriculum revisions to integrate practical experiences and real-world applications, and the enhancement of educational resources and infrastructure to promote more effective teaching and learning environments.