Proceedings of the Erasmus Scientific Days 2022 (ESD 2022)
Conference name: Proceedings of the Erasmus Scientific Days 2022 (ESD 2022)
Date: 17-18 October 2022
Location: Marrakech, Morocco (Offfline)
Website: https://erasmusplus.ma/erasmus-scientific-days-2022/ FOREWORD Under the sagacious vision of HisMajesty King Mohammed VI, the New Development Model seeks to promote the quality of higher education, scientific research, and innovation. This is a priority of the government and an urgent national project to invigorate a new dynamic to the national system as a lever for global and sustainable development. The main objectives of the Government of Morocco for higher education and scientific research by 2030 are to advance equal opportunities, promote student success and academic excellence, set priorities for the advancement of knowledge and technology, lay the foundations for scientific research in accordance with international standards while adapting to national priorities. Our government, under the wise guidance of His Majesty, will also improve the governance of higher education institutions, strengthen synergies, and boost the transfer of scientific research to the economic world, and finally promote the emergence of a successful innovation ecosystem. The Ministry of Higher Education, Scientific Research, and Innovation has developed a “Plan for Accelerating the Transformation of the Higher Education, Scientific Research and Innovation Ecosystem” (called PACTE ESRI 2030), which builds on the strategic choices of the New Development Model. PACTE ESRI 2030 prioritizes the development of human capital and the insertion of Morocco in the global knowledge society. The “PACTEESRI 2030” is driven by the objective of propelling Morocco to the rank of nations with a strong capacity for innovation and high-added value in the academic and scientific fields. Its overall mission is to advance the development and sustainable transformation of the ecosystem of higher education, scientific research, and innovation. The attractiveness of a higher education and research system is also measured by its links with other countries. Morocco has academic and scientific cooperative relations with more than 200 countries around the world. Morocco hosts nearly 25,000 international students from 160 countries. In ten years, the number of international students studying in Morocco has increased by 35%, with more students coming from sub-Saharan Africa, Asia, the Americas, Europe, and Oceania. In terms of research, Morocco ranks 1st in the Maghreb region and 4th in the African continent in scientific research and publications. In innovation, scientific research could further strengthen the socio-economic foundations of the global society as it pertains to small and medium enterprises. Morocco’s scientific and research cooperation with the European Union is stronger than ever with 154 projects including 107 Tempus projects and 47 Erasmus+ capacity building projects, more than 300 research projects (Horizon, PRIMA, PCRD, etc.), and more than 17,000 Erasmus+ study abroad programs of European and Moroccan students, professors, administrators, and youth workers. Morocco is the 1st partner at the African level and the 2nd in the South-Mediterranean region. Our ambition is to strengthen the influence, visibility, and competitiveness of the sector at the international level and its attractiveness to make Morocco an academic and scientific destination in the continent and in the region. This 1st edition of the “Erasmus Scientific Days” organized by the National Erasmus Morocco Office and Cadi Ayyad University of Marrakech (UCAM), in partnership with the Ministry of Higher Education, Scientific Research and Innovation, the European Union in Morocco, the Conference of Presidents of Universities (CPU) and the Islamic World Education Organization, under the theme “International Cooperation and Research for Higher Education and Innovation,” has strengthened this thriving space for research and education community a quality tool to promote research and excellent international standards in innovation and higher education. This international conference has succeeded in bringing together a wide array of participants (scholar–researchers, project leaders, doctoral students, administrative staff, university officials, training practitioners, and socio-economic partners) from different countries in Europe, Africa, Asia, the Americas, and Morocco. The conclusions of this edition will inspire and nourish the actions necessary to improve innovative learning and teaching practices, promote employability and entrepreneurship, develop support mechanisms that favor equal opportunities, and promote the inclusion of people with fewer opportunities. Ultimately, this edition will substantially boost the governance of higher education institutions to adapt to an ever-changing international system through collaborative networking, the promotion of student and staff mobility, and the advancement of strategies and mechanisms for internationalization of higher education, research, and innovation. Prof. Abdellatif Miraoui
Minister of Higher Education, Scientific
Research and innovation, Morocco PREFACE Higher education institutions (HEIs) face multiple challenges in adapting their teaching and governance models to growing stakeholders’ demands. Meeting students’ expectations, addressing the labor market’s needs, and dealing with the post-pandemic induced impacts on future jobs are but a few obligations. Additional concerns for HEIs are the necessary enhancement of innovative, technology-based learning and teaching practices, the need to fit in an increasingly large international system through collaborative networking, the promotion of international student and staff mobility, and the crucial advancement of strategies and mechanisms for the inclusion of people with fewer opportunities. The action of the European Union in the field of higher education through Erasmus+ aims in particular to promote international cooperation between educational and scientific research institutions and to strengthen the capacity building of HEIs, students and staff through mobility and institutional partnership. The Erasmus+ project of Capacity Building in Higher Education (CBHE) is an important part of the program. This action supports the relevance, quality,modernization, and responsiveness of higher education in third countries not associated to the program through the exchange of expertise between European institutions and their counterparts in third countries not associated to the program, capacity building, and technical support for the improvement of resources. They are expected to have an impact on the higher education system by supporting ongoing reform efforts, a direct effect on institutions through their modernization and international openness, and ultimately on individuals, academic and administrative staff, and students. These projects are expected to contribute to modernize governance and management of HE system, to improve the quality of higher education, to enhance its relevance for the labor market and society, to improve the level of competences, skills, and employability potential of students by developing new and innovative education programs and teaching practices, to promote inclusive education and to develop mobility, and internationalization. The Erasmus+ projects are also expected to contribute to tackling major societal challenges at national, regional, and global levels such as youth employability, inclusion, climate change, sustainable development, innovation, and intercultural dialogue. The Erasmus Scientific Days 2022 is an international symposium dedicated to high-level scientific discussions covering these challenges and whose main objective is the promotion of higher education and innovation through cooperation and research. By gathering teachers, researchers, doctoral students, university officials, institutions, and organizations working for and with higher education from different countries, this edition of the Erasmus Scientific Days aims to mobilize collective intelligence in order to prompt ideas, share good practices, and identify more opportunities to transform the potential of networking into real actions in research and education. It is an opportunity to promote research in the fields of learning and teaching practices, mobility, internationalization, and inclusion. In addition, this scientific gathering aims to initiate and strengthen interactions and cooperation between existing European programs: Erasmus+, Horizon and PRIMA, and reinforce national, regional, and international networking. It targets to create synergies between research and education and strengthen the potential for transforming international networks into research-quality scientists and best practices in educational training and governance. The Erasmus Scientific Days is meant to be a ground-breaking event that will also help disseminate and valorize Erasmus+ projects’ results through research, identify and disseminate good practices for best sustainability. “Masters classes” are organized, focusing on “dissemination, valorization, and sustainability of Erasmus+ projects and European projects,” “Erasmus+ Credit Mobility Programs,” with a special session dedicated to “Open science, open licensing and copyright” for PhD students from around Morocco. An exhibition area was dedicated to highlight research findings, Erasmus+, and European projects’ results and deliverables. The conference has a multidisciplinary character. The Erasmus Scientific Days gathered more than 230 participants from 33 countries from Europe, North and Latina America, South-Mediterranean region, Asia, and Africa (Argentina, Armenia, Belgium, Bolivia, Bulgaria, Cameroon, Egypt, France, Georgia, Germany, Greece, Hungary, Indonesia, Israel, Italy, Jordan, Kazakhstan, Latvia, Lithuania, Morocco, Netherlands, North Macedonia, Poland, Portugal, Romania, Serbia, Slovenia, Spain, Switzerland, Syria, Thailand, UAE, and Uganda). Erasmus Scientific Days included 5 plenary conferences, 52 oral presentations, and 4 posters with project posters exhibition. The plenary conferences focused on different aspects: (1) exploring the future of learning and teaching in a prospective approach, (2) discussing the « new model for Educators » developed by the European Training Foundation, (3) looking to the challenges of quality in evaluation engineering especially in context of students massification through the results of one of the Erasmus+ ongoing projects, (4) and examining the reality behind the digital revolution in particular facing severe challenges such as health, education, and climate change. This proceedings book contains 33 contributions that have been selected after a double-blind peer reviewing process over 54 presented during the conference. These contributions concern 160 authors and co-authors. The contributions are divided in five significant issues: – Governance and Management: 8 papers
The papers presented in this theme deal with the development of managerial skills, the capacity building in the field of higher education and the learning management system. The relationship and simultaneous flow of transformational processes in the field of higher education was approached: digitalization, transition to managing the university as an entrepreneurial university, the implementation of strategic management methods and the need to take into account the main requirement for high-quality education and the creation of meaning and identity for new leaders, leads to the special significance of managerial competencies in the field of HE. Empirical studies tried to predict the long-run effects of education privatization on labor productivity and the efficiency of public universities. – Inclusion, Mobility, and Internationalization: 5 papers
This theme explored the opportunities and challenges of mobility for individuals and higher education institutions. The studies presented in this topic show how mobility not only improves students’ career development prospects and broadens their horizons and their social, cultural, and linguistic abilities but also contributes for the sustainable international development of the university. Through a concept of e-inclusion, some studies show how to make digital educational tools more inclusive. The authors argue that digital education should be accessible and engaging for all students, regardless of identity and disability by combining pedagogy and technology content with inclusion. “Success stories” have been presented, and challenges to be faced such as the continuous modernization of curricula, the lack of social presence, which severely affects student motivation and participation, digital barriers, inclusion of students with disabilities. The papers explore the possibilities of hybrid student mobility as an alternative to traditional physical mobility and give some insight on how we can make digital education more inclusive and present internationalization at home as a key issue to foster international strategy in a global world. Some guidelines that help teachers make their online, hybrid, or blended courses more inclusive are also shared. – Digitalization and Technology use in Education: 10 papers
The papers address how digitalization contributes to modernize learning and governance of higher education through reference material in diverse media, design, and computational thinking approaches. Innovative approaches are presented on modernization and internationalization of ICT higher education through digital and blended learning, virtual laboratories, learning game environment and designing videos, notebook platform, distance learning, OERs, and adult education. Some studies share some guidelines to empower citizens to design environmental solutions for environmental sustainability in daily life and professional activities and show how digitalization engages students in lifelong and autonomous learning, both of which are critical attitudes in an ever-changing job market. – Learning and Teaching Practices: 7 papers
The contributions aim to help understand how higher education practitioners have sought to spread innovative learning and teaching practices to transform higher education. The studies offer starting points for instructional developers to adapt and work within their own specific organizational contexts and cultures, improve course evaluation, promote student confidence in peer feedback, and develop a quality approach to evaluation system design. The authors try to give some insights about deep learning vs. surface learning, adapting learning methods in times of crisis especially during COVID-19, integrating multicultural education and promoting critical thinking in education systems, promoting reading to develop intercultural skills and critical social thinking. – Entrepreneurship and Employability: 3 papers
The contributions within this topic are addressing the necessary entrepreneurial education and culture needed to provide the right preparation for students to transform their academic knowledge into real results. This work has shown the positive effects of students’ and staff mobility between local universities and foreign universities. Obstacles to finding a common language between the requirements of employers and educational experts were discussed. The second work of this topic shows that “critical thinking” is considered one of the soft skills associated with higher employment levels, successful jobs, and helps foster university-business collaboration. Also, critical thinking blended apprenticeships curricula design studies as a by-product of the university-business collaboration is highlighted for a better performance. The third paper points out internationalization as a major axis of development for universities on several scales, including the support of innovation and entrepreneurship of the youth bearing ideas in different fields of specialization. We would like to express our gratitude to the scientific committee members, the keynote speakers, the session chairs, and facilitators, as well as the paper contributors for their efforts and willingness to take part in this 1st Erasmus Scientific Days edition. We would also like to thank all our partners for their outstanding support. Latifa Daadaoui
Daniel Burgos
Khalid Berrada
Ahmed Ghanimi
Organization Committees
Date: 17-18 October 2022
Location: Marrakech, Morocco (Offfline)
Website: https://erasmusplus.ma/erasmus-scientific-days-2022/ FOREWORD Under the sagacious vision of HisMajesty King Mohammed VI, the New Development Model seeks to promote the quality of higher education, scientific research, and innovation. This is a priority of the government and an urgent national project to invigorate a new dynamic to the national system as a lever for global and sustainable development. The main objectives of the Government of Morocco for higher education and scientific research by 2030 are to advance equal opportunities, promote student success and academic excellence, set priorities for the advancement of knowledge and technology, lay the foundations for scientific research in accordance with international standards while adapting to national priorities. Our government, under the wise guidance of His Majesty, will also improve the governance of higher education institutions, strengthen synergies, and boost the transfer of scientific research to the economic world, and finally promote the emergence of a successful innovation ecosystem. The Ministry of Higher Education, Scientific Research, and Innovation has developed a “Plan for Accelerating the Transformation of the Higher Education, Scientific Research and Innovation Ecosystem” (called PACTE ESRI 2030), which builds on the strategic choices of the New Development Model. PACTE ESRI 2030 prioritizes the development of human capital and the insertion of Morocco in the global knowledge society. The “PACTEESRI 2030” is driven by the objective of propelling Morocco to the rank of nations with a strong capacity for innovation and high-added value in the academic and scientific fields. Its overall mission is to advance the development and sustainable transformation of the ecosystem of higher education, scientific research, and innovation. The attractiveness of a higher education and research system is also measured by its links with other countries. Morocco has academic and scientific cooperative relations with more than 200 countries around the world. Morocco hosts nearly 25,000 international students from 160 countries. In ten years, the number of international students studying in Morocco has increased by 35%, with more students coming from sub-Saharan Africa, Asia, the Americas, Europe, and Oceania. In terms of research, Morocco ranks 1st in the Maghreb region and 4th in the African continent in scientific research and publications. In innovation, scientific research could further strengthen the socio-economic foundations of the global society as it pertains to small and medium enterprises. Morocco’s scientific and research cooperation with the European Union is stronger than ever with 154 projects including 107 Tempus projects and 47 Erasmus+ capacity building projects, more than 300 research projects (Horizon, PRIMA, PCRD, etc.), and more than 17,000 Erasmus+ study abroad programs of European and Moroccan students, professors, administrators, and youth workers. Morocco is the 1st partner at the African level and the 2nd in the South-Mediterranean region. Our ambition is to strengthen the influence, visibility, and competitiveness of the sector at the international level and its attractiveness to make Morocco an academic and scientific destination in the continent and in the region. This 1st edition of the “Erasmus Scientific Days” organized by the National Erasmus Morocco Office and Cadi Ayyad University of Marrakech (UCAM), in partnership with the Ministry of Higher Education, Scientific Research and Innovation, the European Union in Morocco, the Conference of Presidents of Universities (CPU) and the Islamic World Education Organization, under the theme “International Cooperation and Research for Higher Education and Innovation,” has strengthened this thriving space for research and education community a quality tool to promote research and excellent international standards in innovation and higher education. This international conference has succeeded in bringing together a wide array of participants (scholar–researchers, project leaders, doctoral students, administrative staff, university officials, training practitioners, and socio-economic partners) from different countries in Europe, Africa, Asia, the Americas, and Morocco. The conclusions of this edition will inspire and nourish the actions necessary to improve innovative learning and teaching practices, promote employability and entrepreneurship, develop support mechanisms that favor equal opportunities, and promote the inclusion of people with fewer opportunities. Ultimately, this edition will substantially boost the governance of higher education institutions to adapt to an ever-changing international system through collaborative networking, the promotion of student and staff mobility, and the advancement of strategies and mechanisms for internationalization of higher education, research, and innovation. Prof. Abdellatif Miraoui
Minister of Higher Education, Scientific
Research and innovation, Morocco PREFACE Higher education institutions (HEIs) face multiple challenges in adapting their teaching and governance models to growing stakeholders’ demands. Meeting students’ expectations, addressing the labor market’s needs, and dealing with the post-pandemic induced impacts on future jobs are but a few obligations. Additional concerns for HEIs are the necessary enhancement of innovative, technology-based learning and teaching practices, the need to fit in an increasingly large international system through collaborative networking, the promotion of international student and staff mobility, and the crucial advancement of strategies and mechanisms for the inclusion of people with fewer opportunities. The action of the European Union in the field of higher education through Erasmus+ aims in particular to promote international cooperation between educational and scientific research institutions and to strengthen the capacity building of HEIs, students and staff through mobility and institutional partnership. The Erasmus+ project of Capacity Building in Higher Education (CBHE) is an important part of the program. This action supports the relevance, quality,modernization, and responsiveness of higher education in third countries not associated to the program through the exchange of expertise between European institutions and their counterparts in third countries not associated to the program, capacity building, and technical support for the improvement of resources. They are expected to have an impact on the higher education system by supporting ongoing reform efforts, a direct effect on institutions through their modernization and international openness, and ultimately on individuals, academic and administrative staff, and students. These projects are expected to contribute to modernize governance and management of HE system, to improve the quality of higher education, to enhance its relevance for the labor market and society, to improve the level of competences, skills, and employability potential of students by developing new and innovative education programs and teaching practices, to promote inclusive education and to develop mobility, and internationalization. The Erasmus+ projects are also expected to contribute to tackling major societal challenges at national, regional, and global levels such as youth employability, inclusion, climate change, sustainable development, innovation, and intercultural dialogue. The Erasmus Scientific Days 2022 is an international symposium dedicated to high-level scientific discussions covering these challenges and whose main objective is the promotion of higher education and innovation through cooperation and research. By gathering teachers, researchers, doctoral students, university officials, institutions, and organizations working for and with higher education from different countries, this edition of the Erasmus Scientific Days aims to mobilize collective intelligence in order to prompt ideas, share good practices, and identify more opportunities to transform the potential of networking into real actions in research and education. It is an opportunity to promote research in the fields of learning and teaching practices, mobility, internationalization, and inclusion. In addition, this scientific gathering aims to initiate and strengthen interactions and cooperation between existing European programs: Erasmus+, Horizon and PRIMA, and reinforce national, regional, and international networking. It targets to create synergies between research and education and strengthen the potential for transforming international networks into research-quality scientists and best practices in educational training and governance. The Erasmus Scientific Days is meant to be a ground-breaking event that will also help disseminate and valorize Erasmus+ projects’ results through research, identify and disseminate good practices for best sustainability. “Masters classes” are organized, focusing on “dissemination, valorization, and sustainability of Erasmus+ projects and European projects,” “Erasmus+ Credit Mobility Programs,” with a special session dedicated to “Open science, open licensing and copyright” for PhD students from around Morocco. An exhibition area was dedicated to highlight research findings, Erasmus+, and European projects’ results and deliverables. The conference has a multidisciplinary character. The Erasmus Scientific Days gathered more than 230 participants from 33 countries from Europe, North and Latina America, South-Mediterranean region, Asia, and Africa (Argentina, Armenia, Belgium, Bolivia, Bulgaria, Cameroon, Egypt, France, Georgia, Germany, Greece, Hungary, Indonesia, Israel, Italy, Jordan, Kazakhstan, Latvia, Lithuania, Morocco, Netherlands, North Macedonia, Poland, Portugal, Romania, Serbia, Slovenia, Spain, Switzerland, Syria, Thailand, UAE, and Uganda). Erasmus Scientific Days included 5 plenary conferences, 52 oral presentations, and 4 posters with project posters exhibition. The plenary conferences focused on different aspects: (1) exploring the future of learning and teaching in a prospective approach, (2) discussing the « new model for Educators » developed by the European Training Foundation, (3) looking to the challenges of quality in evaluation engineering especially in context of students massification through the results of one of the Erasmus+ ongoing projects, (4) and examining the reality behind the digital revolution in particular facing severe challenges such as health, education, and climate change. This proceedings book contains 33 contributions that have been selected after a double-blind peer reviewing process over 54 presented during the conference. These contributions concern 160 authors and co-authors. The contributions are divided in five significant issues: – Governance and Management: 8 papers
The papers presented in this theme deal with the development of managerial skills, the capacity building in the field of higher education and the learning management system. The relationship and simultaneous flow of transformational processes in the field of higher education was approached: digitalization, transition to managing the university as an entrepreneurial university, the implementation of strategic management methods and the need to take into account the main requirement for high-quality education and the creation of meaning and identity for new leaders, leads to the special significance of managerial competencies in the field of HE. Empirical studies tried to predict the long-run effects of education privatization on labor productivity and the efficiency of public universities. – Inclusion, Mobility, and Internationalization: 5 papers
This theme explored the opportunities and challenges of mobility for individuals and higher education institutions. The studies presented in this topic show how mobility not only improves students’ career development prospects and broadens their horizons and their social, cultural, and linguistic abilities but also contributes for the sustainable international development of the university. Through a concept of e-inclusion, some studies show how to make digital educational tools more inclusive. The authors argue that digital education should be accessible and engaging for all students, regardless of identity and disability by combining pedagogy and technology content with inclusion. “Success stories” have been presented, and challenges to be faced such as the continuous modernization of curricula, the lack of social presence, which severely affects student motivation and participation, digital barriers, inclusion of students with disabilities. The papers explore the possibilities of hybrid student mobility as an alternative to traditional physical mobility and give some insight on how we can make digital education more inclusive and present internationalization at home as a key issue to foster international strategy in a global world. Some guidelines that help teachers make their online, hybrid, or blended courses more inclusive are also shared. – Digitalization and Technology use in Education: 10 papers
The papers address how digitalization contributes to modernize learning and governance of higher education through reference material in diverse media, design, and computational thinking approaches. Innovative approaches are presented on modernization and internationalization of ICT higher education through digital and blended learning, virtual laboratories, learning game environment and designing videos, notebook platform, distance learning, OERs, and adult education. Some studies share some guidelines to empower citizens to design environmental solutions for environmental sustainability in daily life and professional activities and show how digitalization engages students in lifelong and autonomous learning, both of which are critical attitudes in an ever-changing job market. – Learning and Teaching Practices: 7 papers
The contributions aim to help understand how higher education practitioners have sought to spread innovative learning and teaching practices to transform higher education. The studies offer starting points for instructional developers to adapt and work within their own specific organizational contexts and cultures, improve course evaluation, promote student confidence in peer feedback, and develop a quality approach to evaluation system design. The authors try to give some insights about deep learning vs. surface learning, adapting learning methods in times of crisis especially during COVID-19, integrating multicultural education and promoting critical thinking in education systems, promoting reading to develop intercultural skills and critical social thinking. – Entrepreneurship and Employability: 3 papers
The contributions within this topic are addressing the necessary entrepreneurial education and culture needed to provide the right preparation for students to transform their academic knowledge into real results. This work has shown the positive effects of students’ and staff mobility between local universities and foreign universities. Obstacles to finding a common language between the requirements of employers and educational experts were discussed. The second work of this topic shows that “critical thinking” is considered one of the soft skills associated with higher employment levels, successful jobs, and helps foster university-business collaboration. Also, critical thinking blended apprenticeships curricula design studies as a by-product of the university-business collaboration is highlighted for a better performance. The third paper points out internationalization as a major axis of development for universities on several scales, including the support of innovation and entrepreneurship of the youth bearing ideas in different fields of specialization. We would like to express our gratitude to the scientific committee members, the keynote speakers, the session chairs, and facilitators, as well as the paper contributors for their efforts and willingness to take part in this 1st Erasmus Scientific Days edition. We would also like to thank all our partners for their outstanding support. Latifa Daadaoui
Daniel Burgos
Khalid Berrada
Ahmed Ghanimi
Organization Committees