Gender Issues in the Moroccan Curriculum: A Case Study of Primary Education in the Béni Mellal-Khenifra Region

Bouchta Salouhi; Meryem Jahchi; Fatima Ezzahra Jraich; Abdelmajid Sanaoui

doi:10.36948/ijfmr.2026.v08i06.91021

Gender Issues in the Moroccan Curriculum: A Case Study of Primary Education in the Béni Mellal-Khenifra Region

Author(s)	Prof. Dr. Bouchta Salouhi, Dr. Meryem Jahchi, Prof. Dr. Fatima Ezzahra Jraich, Mr. Abdelmajid Sanaoui
Country	Morocco
Abstract	This study examines a sample of administrative staff and teachers in the Beni Mellal-Khenifra region to evaluate the integration of gender mainstreaming in the primary education curriculum. A structured questionnaire was developed to assess several institutional and sociodemographic dimensions. The institutional framework evaluates awareness of gender-related legislation, support for affirmative action measures, the design of gender-sensitive learning situations, the presence of educational clubs promoting gender equality, and the adoption of school projects aimed at combating gender-based violence and discrimination. The primary dependent variable is the perceived level of implementation of the gender approach and its associated challenges, analyzed against sociodemographic independent variables (e.g., gender). - Descriptive statistical analyses were conducted on a sample of 183 participants to examine demographic characteristics and the baseline distribution of the study variables. The analysis revealed the following results: - Females comprised 55.7% of the total sample. - More than half of the respondents (53.0%) were unfamiliar with legislation related to gender equality. - A minority of 18.0% opposed gender-based affirmative action. - A substantial majority (89.6%) implemented learning situations that promote life skills through gender cooperation. - Approximately one-third of the respondents (31.1%) did not integrate a gender-responsive approach into educational planning, management, and evaluation. - The vast majority (77.6%) reported the absence of school clubs addressing gender issues. - Nearly half (49.2%) indicated that their school projects lacked actionable measures to combat gender-based violence and discrimination. - To examine the relationship between participants’ gender and their attitudes toward gender-based discrimination, a Chi-Square Test of Independence was conducted. The results revealed a statistically significant association between the two variables: χ² (N = 183) = 4.646 and p = 0.031. - Based on these empirical findings, the research offers actionable recommendations for policy enhancement and curriculum reform.
Keywords	Primary education, curriculum, gender, gender-sensitive approach, gender equality, gender equity.
Field	Sociology > Education
Published In	Volume 8, Issue 6, November-December 2026
Published On	2026-11-03
DOI	https://doi.org/10.36948/ijfmr.2026.v08i06.91021

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Gender Issues in the Moroccan Curriculum: A Case Study of Primary Education in the Béni Mellal-Khenifra Region

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