Digital Transformations and Challenges of Distance Education: The Question of Pedagogical and Didactic Sustainability

Abstract

This article addresses a major problem related to the development of digital transformations and how to invest them in Moroccan schools. As much as the analysis is useful and important in this field, it does not seek to propose radical and revolutionary solutions to all the difficulties it faces, because its main goal is to give partial answers to questions that require extensive research and frequent scientific meetings. It warns of the danger of intensive digital employment at the expense of didactic guidance, as long as the basic assumption is that education in general and the management of learning in particular can not succeed except in the presence of this didactic guidance. Thus, the article adopted interconnected topics,  which are:

- The contributions of digital transformations in influencing education,

- Expanding the circle of distance education;

- The future of classroom educational practices;

- The role of the pedagogical approach.

Of course, the article did not forget to raise the issue of school life in the conclusion and the results of its interactive effect on the psychology of learners, and to explain the negatives of the absence of this effect in distance education. It seems that the digitization of education takes two distinct dimensions: that distance education constitutes a form of education in general, or that it adopts an independent style in it self according to specific didactic conditions.