Education for Sustainable Development in Morocco: An Analytical Study in Light of the Indonesian Experience

Mohamed EL HADRI; Ahmed  AIT AGHZZAF; Bouamama  CHERAI; Abdelouahed  LAHLALI

doi:10.15294/ijel.v4i2.23745

Authors

Mohamed EL HADRI Higher Normal School, Abdelmalek Essaadi University, Tetouan, Morocco Author https://orcid.org/0009-0002-2071-6121
Ahmed AIT AGHZZAF Higher Normal School, Abdelmalek Essaadi University, Tetouan, Morocco Author https://orcid.org/0000-0001-7407-0704
Bouamama CHERAI Regional Center for Education and Training Professions of Tangier-Tetouan-Al Hoceima, Morocco Author https://orcid.org/0009-0007-7796-7884
Abdelouahed LAHLALI Hassan II University, Casablanca, Morocco Author https://orcid.org/0000-0002-4481-4482

DOI:

https://doi.org/10.15294/ijel.v4i2.23745

Keywords:

Education, Sustainable Development, Curriculum, Morocco, Indonesia

Abstract

In recent decades, sustainable development has drawn worldwide attention as economic, social, and environmental challenges grow. Education plays a key role in equipping individuals with the knowledge, values, and skills necessary to achieve the Sustainable Development Goals (SDGs). This study examines the current state of education for sustainable development in Morocco and compares it with Indonesia's recognized successes. We used a mixed-method approach: a systematic literature review focused on three aspects - (1) integrating sustainable development concepts into school curricula, (2) the role of educational institutions in promoting sustainability, and (3) awareness among teachers and students about the SDGs. Findings reveal gaps in the Moroccan education system’s application of sustainable development principles compared to Indonesia, particularly showing Morocco lags behind Indonesia in curriculum content, teacher preparedness, and institutional strategy. The study offers recommendations to improve curricula, raise teacher capacity, and strengthen institutions aiming to create a Moroccan model aligned with international best practices. Education equips people with the knowledge, values, and skills needed to achieve the Sustainable Development Goals (SDGs). This study examines education for sustainable development in Morocco and compares it with Indonesia's recognized successes. We used a mixed-method approach: a systematic literature review focused on three aspects—(1) integrating sustainable development concepts into school curricula, (2) how educational institutions promote sustainability, and (3) awareness among teachers and students about the SDGs. Findings show Morocco lags behind Indonesia in curriculum content, teacher preparedness, and institutional strategy. The study offers recommendations to improve curricula, raise teacher capacity, and strengthen institutions, aiming to create a Moroccan model aligned with international best practices.