An analytical study of the implementation of immersive technologies in technical training in Moroccan post-secondary education

This study examines the current status of immersive technologies implementation within Moroccan vocational training, focusing on its potential benefits and challenges. Immersive technology, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), has transformed many sectors in Morocco such as agriculture, business, research, and education. They offer highly realistic digital experiences, enhancing user immersion in virtual environments [1] [2]. Nowadays digitalizing education is a priority, VR holds promise for revolutionizing the educational landscape. Integrating VR and AR into the higher education system can provide Moroccan students with immersive learning environments that surpass traditional classroom settings, particularly in resource-constrained areas [3]. Many initiatives were driven by the Moroccan government and private organizations to integrate immersive technologies into training programs, especially in response to challenges posed by the Covid-19 pandemic. Despite efforts to maintain educational continuity through learning management systems and online resources, practical training has been hindered [4][5]. Many institutions still face limitations in acquiring the latest equipment to train students effectively. As a result, government investments aim to implement immersive technologies in institutions to expand practical training opportunities, enabling students to develop essential skills for a competitive job market. Despite these efforts, VR and AR remains underutilized in Moroccan post-secondary institutions. This qualitative study investigates the current situation of the implementation and effective use of these technologies as a teaching tool in Moroccan vocational training as well as the barriers slowing down the projects of their successful integration. We started our study by collecting different data through studying all details related to the cases of adoption of AR and VR in four courses in the Office of Vocational Training and Employment Promotion (OFPPT), then we conducted open interviews with educational experts from this institution and from the University Mohammed VI Polytechnic (UM6P). The results of analyzing the data collected were organized in a SWOT matrix identifying the strengths, weaknesses, opportunities, and threats.