اللامساواة الاجتماعية والإقتصادية لجائحة كورونا (كوفيد 19) وتأثيرها على التعليم عن بعد في التجربة التعليمية المغربية
This paper aims at revealing the social, economic, and pedagogical challenges, which face Morocco while implementing distance learning in the educational system during and after the Covid-19 pandemic. It also aims at tracking the historical content in adopting distance learning in the world as well as showing the ways of implementing it pedagogically in Morocco. This was in parallel to the world health crisis left by the Covid-19 pandemic, which led the ministry of education to stop face-to-face learning in order to avoid the spread of infection in the ranks of teachers, students, and other educational agents. The ministry had to find urgency and quick fixes to ensure the pedagogical continuity based on number of official educational documents, which frame distance teaching and learning process. It also had to provide the necessary means and mechanisms to implement distance learnings and ensure its success. This study adopts the historical approach in setting the historical content of the rising of distance learning and in presenting the Moroccan educational experience about distance learning during and after the pandemic. It also adopts a descriptive analytical approach by analyzing and describing the challenges, which have hindered the success of distance learning, and by declaring the social inequality in Morocco, the study’s results: highlights the efforts, which help in school continuation and avoid school dropout. The study reveals the social, economic, technical and pedagogical challenges, which face the development of the Moroccan educational system in distance learning area. It comes to present a number of suggestions and recommendations to overcome these challenges, which may face distance learning and to improve it to suit the educational needs and technology trends in the world. (Published abstract)