This study aims to assess learning outcomes and identify students’ misconceptions in plant classification. We conducted a questionnaire survey with undergraduate and master’s students. The qualitative analysis of the students’ responses made it possible to shed light on the difficulties of assimilation of many notions and also to identify the different misconceptions constructed during their learning courses about plant organisms. The findings indicate that some students are not motivated to take the course on plant classification. This demotivation is reinforced further by students’ perceptions of plant classification, especially that it is not important and not useful for learning other biology specialities. The findings also show that more than half of the students who participated in this study consider plant systematics a difficult subject. We also note that some of the students surveyed seem not to have acquired many concepts of plant biology including concepts related to the biology, reproduction and evolution of plants. Thanks to this, we could see different types of problems in plant classification, which constitute misconceptions hindering learning. Initial training in plant biology does not appear to have a significant effect in modifying students’ misconceptions related to plant classification.

Background: Internet addiction (IA) has emerged as a serious threat to the mental health of young individuals. Objectives: The present study aimed to test the effects of cognitive-behavioral group therapy (CBGT) on controlling Internet addictive behaviors and improving levels of depression, anxiety, and stress among nursing students in Morocco. Methods: A total of 60 nursing students participated in the study based on convenience sampling and were then randomly assigned to the intervention group (n = 30) and control group (n = 30). The intervention group received 8 sessions of CBGT, unlike the control group. The Internet Addiction Test and the Depression, Anxiety, and Stress Scale were used as the pretest, posttest, and 3-month follow-up tests to determine participants’ levels of IA, depression, anxiety, and stress. Analysis of covariance (ANCOVA) was applied to assess the effects of this therapeutic intervention. Results: The results showed that following the CBGT program, the intervention group showed a reduction in IA (P < 0.05), depression (P < 0.05), anxiety (P < 0.05), and stress (P < 0.05) scores. Conclusions: Cognitive-behavioral group therapy was observed to be more effective in improving the cognitive, psychological, and behavioral skills of Internet-dependent nursing students, thereby reducing levels of depression, anxiety, and stress. This outcome opens up important perspectives in the field of health sciences education by considering this approach as a preferred way to promote students’ mental health in this context.

In addition to identifying the pedagogical approaches favoured by teachers in environmental education, the study aims to reveal the impact of the teaching methods and tools used as well as the teaching difficulties encountered on the effectiveness of teachers’ pedagogical action, particularly in the “Scientific Awakening” course.The study concerns a sample of 636 primary school teachers from the urban and rural areas of the Fez-Meknes Regional Academy of Education in Morocco. The data was collected using a 37-item questionnaire covering the following variables: the teaching methods adopted, the preferred pedagogical approaches, the teaching material used, and the teaching difficulties encountered. The study fits under a descriptive correlational design. The most used teaching methods were the teacher-centred oral methods (dialogue and demonstration method) lacking learner-centred activities (working in small groups, discovery method). The least used ones were laboratory experiments and ICT-based demonstrations. The study shows that teachers who use active methods are the most aware of difficulties in teaching environmental issues and were the most capable of effectively solving learning problems and achieving pedagogical objectives. The study shows that Moroccan primary school teachers need in-service training for the adoption of a systemic and interdisciplinary pedagogical approach. In addition, to address the issue of the alarming failure to complete the “Scientific Awakening” program, we recommend continuous training for the benefit of teachers. This training should cover the appropriate active methods to effectively complete this program. Finally, the study underlined the need to solve the problem of the enormous lack of teaching tools. Certainly, this shortage significantly influences the pedagogical action of teachers regardless of the pedagogical methods adopted.

Plant taxonomy includes the identification, description, and classification of plants at the level of species or other taxa. This study aims to analyze the views of university teachers on plant taxonomy and its teaching, the causes of the shortage of plant taxonomists, and the challenges encountered by students in learning plant taxonomy. University teachers in Morocco (n = 24) responded to a survey consisting of fixed and open-ended questions. The data was analyzed by inductive and deductive content analysis. The results showed that all university teachers considered a taxonomist as a scientist and plant taxonomy as a dynamic and highly scientific, and descriptive discipline. They stated that the taxonomist community is in crisis because of the shortage of plant taxonomists and the decrease in the quality of training provided at the university. The biggest challenges in learning plant taxonomy were the prevalence of traditional teacher-centered methods, the inadequacy of time and didactic resources spent on teaching, and the Latin nomenclature. The difficulties associated with the concept of evolution and the diversity of classifications were also mentioned. The angiosperm group was the most difficult for students to understand. Furthermore, this research shows that the financial, human, institutional, pedagogical, and didactic resources for the teaching of plant taxonomy are insufficient and do not allow for the use of teaching methods supporting learning. How to plant taxonomy is taught is important, and when it is considered difficult, it can lead to a reluctance to study plant species and be one of the reasons for the decline in plant taxonomists in Morocco. Consequently, this issue can negatively affect the preservation and conservation of local flora.

Since the coronavirus COVID-19 was identified as an international public health emergency in 2020, many studies on the perceptions of students in higher education have been published concerning it. Although young students’ perceptions also influence decision making and actions, their perceptions of COVID-19 have, so far, been little studied. Therefore, to increase knowledge about their understanding of COVID-19, a cross-sectional and descriptive study was conducted as a drawing survey in two schools in the Dakhla-Oued Eddahab region, Morocco. The participants were 94 high school students (aged 14–19). The drawings were analyzed by inductive and deductive content analysis. The findings show that the majority of the students knew the archetypal representation of COVID-19. They had a good grasp of the COVID-19, how it spreads, and how to stop it from spreading. Some students were aware of the potential dangers associated with COVID-19. Admittedly, misrepresentations related to fear and unfamiliarity with COVID-19 lead to mental health issues that undermine the key factors in students’ academic success. Younger children’s representations were dominated by magical thinking that reduces COVID-19 to preventive measures. Overall, the results made it possible to deduce that COVID-19 is strongly associated with terms that are both characteristic and socially valued (disease, prevention, barrier measures, etc.) and, conversely, with rather negative terms (fear of dying, anxiety, sadness, helplessness, etc.). The identification of these representations is very useful because they make it possible to apprehend and understand the attitudes and behaviors of these students, which, therefore, implies the need to define the appropriate teaching methods to try to align these behaviors with the behaviors desired.