Teaching Soft Skills in Primary Schools in Morocco: Challenges of Training In-Service Teachers and Pre-Service Teachers

Abstract

Morocco has recently embarked on a transformative educational reform aimed at integrating soft (life) skills into the primary school curriculum (2021) to enhance students' cognitive and socio-emotional development. However, the success of this reform is heavily contingent upon the pedagogical readiness of teachers. This study examines the status of professional training in soft skills among in-service and pre-service teachers in Morocco. Using a descriptive-analytical approach with AI human post-editing, data were collected through two structured questionnaires administered to a sample of 100 participants (50 in-service teachers and 50 trainee teachers). The results reveal a significant systemic gap: approximately 80% of both groups reported a total lack of official training in life skills pedagogy. Furthermore, despite the high willingness to undergo training (89.6%), nearly 50% of the practitioners had ceased teaching these skills due to insufficient training and time constraints. The study highlights a "training-practice gap" where the 2021 curriculum was launched without adequate preparation within the Regional Centers for Education and Training Professions (CRMEFs). The article concludes with strategic recommendations, emphasizing the need for a unified, mandatory training framework, the integration of e-learning tools, and the professionalization of educational supervision to ensure the sustainability of soft skills integration.