Modern Pedagogy from Theory to Practice: The Pedagogy of Error and Project-Based Learning – The Central Prison as a Model in the City of Kenitra

Abstract

This article examines the features of modern pedagogy, which forms the foundational basis of the competency-based approach. The latter requires moving beyond traditional pedagogy, which centers on knowledge and the teacher, toward a modern pedagogy that transforms the teacher's role from a transmitter of information to an animator, guide, and leader. This shift entails openness to methods and techniques of facilitation and learner-centered pedagogy (Moroccan Ministry of National Education, 2021–2009: 28). Education cannot succeed or achieve its goals unless it is accompanied by learning, because what the teacher produces through instruction is likely to be neglected or forgotten unless it is accompanied by active engagement from the learners (Ibrahim: 30).

Among the pedagogical approaches explored in this study through research and observation are the "Pedagogy of Error" and "Project-Based Learning." In this context, we will focus on these two approaches in an effort to reinforce the essential idea that error constitutes a fertile and fundamental ground for learning and that project-based learning enables the learner to become central to the educational process by activating their role as a creative and proactive participant, rather than a mere recipient of knowledge.