Investigating Moroccan EFL Teachers’ Attitudes Towards the Effectiveness of In-person CPD in the Age of Digital Technology

Abstract

Amid the rise of digital technology, people have become more connected than ever. Platforms have emerged as critical learning and training environments for education. This study aimed to investigate Moroccan EFL teachers’ attitudes towards the effectiveness of in-person continuous professional development (CPD) in the age of digital technology (D.T.). It examines the shifts from traditional ways of CPD, conferences, and workshops to digital technology for professional development (PD). This research study surveyed the attitudes of Moroccan EFL teachers’ perceptions and preferences regarding face-to-face CPD and digital technology-based CPD. The research methodology used a quantitative survey design, based on questionnaires and Likert scales, to collect data from a representative sample of Moroccan EFL teachers. The findings showed that despite Moroccan EFL teachers’ value of in-person CPD for collaboration opportunities and interaction while taking their CPD, they expressed positive perceptions towards using digital technologies for their PD. The study emphasized the need for blended CPD programs that include in-person and digital technology modes to achieve Moroccan EFL teachers’ diverse preferences and needs. Aligning with the digital technology advancements and the benefits offered by D.T. in the field of education in terms of accessibility, self-paced learning, variety, and interaction, it is recommended to design tailored CPD programs that suit the needs of different age groups and educational backgrounds of Moroccan EFL teachers. This study contributes to checking the possibility of integrating digital technology in the process of CPD, and provides insight to the Moroccan policymakers and educational institutions to enhance the strategies of PD.