Overcoming Barriers and Ensuring Accessibility and Inclusion with Technology in Moroccan Higher Education

Abstract

This study examines the factors influencing Moroccan university students' acceptance and use of Moodle and Rosetta Stone for language learning, drawing on the Technology Acceptance Model (TAM) and Ertmer’s framework. A survey was conducted to assess students' experiences with these platforms.
The findings indicate that while students acknowledge the benefits of these tools, engagement is hindered by inadequate ICT infrastructure, limited technology access, and insufficient technical support. Additionally, resistance to change and a lack of confidence in using digital platforms further impede adoption.
To enhance ICT integration in education, universities should prioritize technical support and training, improve infrastructure, foster positive attitudes toward technology, and ensure learning platforms align with students' needs. Addressing these barriers will lead to better engagement, improved language acquisition, and greater proficiency in utilizing digital tools for learning.