Assessment of Middle School Life And Earth Sciences Textbooks in Morocco: Teachers’ Perspectives From The Rabat-Salé-Kénitra Region

Abstract

This study evaluates the pedagogical quality, curricular coherence and didactic relevance of Life and Earth Sciences (SVT) textbooks used in Moroccan lower secondary education, with empirical evidence from the Rabat-Salé-Kénitra region. In a national context shaped by curriculum reform, competency-based learning and the growing importance of inquiry-based science education, textbooks remain a central resource for structuring classroom practices. A structured 35-item questionnaire was administered to 287 lower secondary SVT teachers. The instrument covered four complementary dimensions: disciplinary content, inquiry-based and experimental activities, organization and assessment, and linguistic and visual quality. Descriptive statistics were used to identify teachers’ satisfaction levels across the evaluated indicators. The results show that scientific accuracy is generally perceived as acceptable (62% satisfaction), whereas content updating (47%) and contextualization in Moroccan learning situations (42%) remain limited. The inquiry dimension appears particularly fragile: only 38% of respondents reported the presence of a complete inquiry cycle, and ICT integration received the lowest score (29%). Although textbook organization was positively evaluated, especially chapter clarity (71%) and pedagogical progression (67%), formative assessment (34%) and competency alignment (39%) remain insufficient. Visual and linguistic quality is moderately satisfactory, but visual overload and inconsistent scientific terminology require attention. The study concludes that Moroccan SVT textbooks need a systematic revision integrating updated scientific content, feasible experimental tasks, authentic formative assessment and digital resources adapted to classroom realities.