Higher-Order Thinking in Geography Education: Toward Integrating Problem-Solving Skills into Moroccan Classroom Practice.

Abstract

This paper aims to examine the extent to which problem-solving skills are integrated into the teaching of geography at the upper secondary level in Morocco. The study analyzes the national curriculum considering contemporary pedagogical approaches, emphasizing the importance of developing learners’ geographic competencies and capacities as a foundation for active and meaningful learning, and for fostering essential life skills. To achieve this, the study adopts a descriptive-analytical methodology, focusing on the official pedagogical guidelines for geography and the content of the textbook used in the "Common Core – Arts and Humanities" stream. The theoretical framework of problem-solving as an educational skill is also considered. Findings reveal that the Moroccan curriculum gives relatively limited attention to problem-solving, which restricts its implementation in classroom practice due to the absence of clear strategies for planning, instruction, and assessment. Accordingly, the study recommends the integration of learning activities based on problem-solving, and the professional development of teachers in relevant instructional strategies, in alignment with the goals of enhancing life skills within the Moroccan school system.