Promoting Critical Thinking and Communication Skills across STEM and Humanities for University Success in the Oriental Region of Moroccan High Schools

Résumé

This study investigates how subject areas in high schools of the Oriental region (Jerada, Oujda, Nador,) contribute to university readiness by promoting critical thinking and communication skills. Specifically, the research examines two main research questions: (1) Do STEM high school teachers promote these soft skills as effectively as Humanities teachers? and (2) Are students from rural high schools less prepared in these areas compared to their urban counterparts? Using a quantitative research design, data were collected through a structured questionnaire administered to a representative sample of high school teachers and students across three different  regions. The questionnaire was designed to assess the frequency and effectiveness of teaching strategies that aim to cultivate critical thinking and communication skills within different subjects. The findings reveal significant disparities: Humanities teachers tend to implement more interactive and analytical methods that foster soft skills, while STEM teachers often rely on lecture-based instruction. Additionally, students from rural schools report lower preparedness levels in critical thinking and communication compared to urban students. This study is based solely on data collected through structured questionnaires, which may not fully capture the nuanced practices of classroom instruction and the complexity of soft skills development. Based on these results, the study recommends curricular reforms that integrate targeted modules for soft skills development, enhanced teacher training—especially in STEM disciplines—and increased resource allocation for rural schools.