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With the diversification of student profiles, the massification of enrolments, a spectacular infatuation with ICTE, an alarming situation of employment of young graduates laureates of Moroccan universities (or open access institutions) and the social demand for quality higher education, teaching practices have undergone substantial changes. In the course of time, the teaching paradigm has reached a significant turning point and a process challenging the traditional transmissive lecture pedagogy has indeed begun. Although it has already proved its worth and continues to do so in the transmission of knowledge, it has not been able to contribute effectively to the construction of key competencies, compared to a new pedagogy oriented towards action and socio-economic openness and positioning the "learner-student" at the heart of the pedagogical act. Our research aims to elucidate the role of innovative practices and pedagogical innovations in Moroccan universities and the different impacts they can have on university success but also on the employability of young graduates.
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