Systematic Review of Environmental Education in Morocco: Policies, Practices, and Post-Pandemic Challenges in the Context of the Sustainable Development Goals

Abderrahmane Riouch () and Saad Benamar
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Abderrahmane Riouch: Laboratory of Scientific Innovation in Sustainability, Environment, Education, and Health in the AI Era (LSISEEHAI), Normal School of Education, Sidi Mohamed Ben Abdellah University, Fez 30000, Morocco
Saad Benamar: Laboratory of Scientific Innovation in Sustainability, Environment, Education, and Health in the AI Era (LSISEEHAI), Normal School of Education, Sidi Mohamed Ben Abdellah University, Fez 30000, Morocco

Sustainability, 2025, vol. 17, issue 21, 1-28

Abstract: Environmental education (EE) is central to achieving the Sustainable Development Goals (SDGs), particularly where inequalities constrain access to quality learning. Following PRISMA 2020, this review synthesizes 35 peer-reviewed studies and policy documents to examine Morocco’s EE policies and practices against global frameworks and post-pandemic challenges. A systematic search was conducted in Scopus, Web of Science, ERIC, ProQuest/EBSCO, Google Scholar, and national repositories (January 2000–December 2024; executed 15–17 March 2024). Findings show strong discursive alignment with SDG 4.7 and UNESCO’s ESD 2030 Roadmap but persistent implementation gaps: rural and peri-urban schools face resource shortages; teacher preparation for participatory, interdisciplinary approaches remains limited; and environmental clubs often rely on short-term projects without stable institutional support. The COVID-19 period exacerbated these pressures yet opened opportunities to integrate health–environment linkages, digital tools, and adaptive pedagogy. Equity reporting was limited (31% gender; 37% residence; 9% socio-economic status). Arabic-only records were identified (n = 42) and title/abstract-screened (n = 17) but excluded due to translation constraints (language bias). To advance transformative EE, we recommend prioritizing participatory, place-based teacher education; institutionalizing school clubs with light monitoring and baseline grants; targeting support to reduce territorial inequities; and developing an SDG-aligned national dashboard. Expanding longitudinal, quasi-experimental, and participatory designs is critical to strengthen causal claims and inform policy.

Keywords: environmental education; Morocco; SDG 4.7; ESD 2030; PRISMA; rural–urban disparities; teacher professional development; environmental clubs; One Health; post-COVID (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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