MIND MAPS AS A LEVER FOR INCLUSIVE EDUCATION: CHALLENGES, PERSPECTIVES, AND STRATEGIES FOR INITIAL TEACHER TRAINING IN MOROCCO

Abstract

In a Moroccan educational context where inclusion has become a major aspiration, this article examines the promising role of mind maps as an innovative pedagogical tool. We explore how mind maps can enrich initial teacher training, drawing on a rich and multidimensional theoretical framework that integrates self-efficacy, social representations, differentiated pedagogy, experiential learning, the ecological model, and stakeholder engagement. Our mixed-methods approach combined in-depth qualitative interviews with 30 participants and a quantitative survey conducted with 120 trainee teachers. The collected data were rigorously analyzed, notably through structural equation modeling (AMOS). The results, while revealing a still modest use (9%) of mind maps, highlight a very high perceived potential (71%) for fostering inclusion. Ultimately, mind maps emerge as an essential strategic lever for instilling a dynamic of pedagogical innovation in service of truly inclusive education in Morocco.