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The Representation of the 21st Century learning Skills in Moroccan EFL Textbooks (Ticket to English 2 as a Case)

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  • Lamyae Lazaar

    (Ibn Tofail University, Faculty of Languages, Letters, and Arts (FLLA), Morocco)

  • Nourelhouda Bouhaissa

    (Ibn Tofail University, Faculty of Languages, Letters, and Arts (FLLA), Morocco)

  • Hind Brigui

    (Ibn Tofail University, Faculty of Languages, Letters, and Arts (FLLA), Morocco)

Abstract

This study examines how effectively the secondary-level Moroccan EFL textbook, Ticket to English 2, integrates 21st-century learning skills. In response to global educational reforms, Morocco has adopted strategies to incorporate innovation, digital literacy, and self-regulated learning into its curricula. Employing a qualitative descriptive design with snowball sampling, 120 in-service Moroccan EFL teachers evaluated the textbook’s promotion of goal setting, creativity, digital/media literacy, and critical thinking. The findings indicate that while the textbook moderately supports essential skills such as information literacy and critical thinking, it falls short in areas like digital fluency, practical creativity, reflective practice, and fostering a growth mindset. The study highlights discrepancies between the textbook content and current pedagogical goals, underscoring the need for curriculum designers to incorporate more technology-driven, interactive, and reflective learning resources.

Suggested Citation

  • Lamyae Lazaar & Nourelhouda Bouhaissa & Hind Brigui, 2025. "The Representation of the 21st Century learning Skills in Moroccan EFL Textbooks (Ticket to English 2 as a Case)," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 6198-6207, August.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:3s:p:6198-6207
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