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The aim of this research is exploring and adapting Japanese moral education policies and practices to enhance the Moroccan education system without interfering with its historical, geographical, and sociocultural context.
Using a comparative approach and content analysis method, we identified shared and distinct features in both systems, highlighting the strengths of the Japanese side.
The research concerns an in-depth analysis of four Japanese elementary school moral education lessons. Its shows that teachers employ a constructive learning theory, acting as facilitators, encouraging students to construct their own knowledge. Positive feedback and absence of punishment for incorrect answers were observed.
Formative assessment is a formal practice where students provide comments at lesson end, allowing precise evaluation of understanding. Japan's moral education offers flexibility for teachers to customize materials as needed. Emotional engagement and depth in moral education classrooms are noteworthy.
Drawing from one year-long research at Naruto University of Education in Japan, we attribute Japan's moral education success to distinct practices, regular curriculum updates, and textbook revisions. However, the cooperation of homes and communities and the societal promotion of moral education are equally vital for this achievement.
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