درخت حوزه‌های تخصصی

The Moroccan education system has undergone several reforms in recent years, thus concluded by the strategic vision, especially project 9 which has valued the continuing training of educational actors and framework law 51-17 in articles 34 and 35 which valued the continuous development of skills of teachers in Morocco, In this perspective the Ministry of National Education has reserved significant budgets to operationalize the continuing training of teachers on the one hand and it is committed to a Moroccan-American partnership within the framework of the Millennium project Challenge Account-Morocco. By committing to the establishment-challenge project, the ministry has set up a set of priorities, in particular the operationalization of the digital strategy for schools declared by decree 2.20.474, thus benefiting from the contribution of digital and while trying to overcome some constraints related to face-to-face training, a new regime that is continuous online training is implemented, it is the e-takwine platform. In addition, given the interest that evaluation represents for maintaining and improving the quality of a digital training device, we opted in this research, by evaluating the technopedagogical modality of e-takwine reserved at the start of the continuing training of novice teachers in Morocco and then developed for the training of all second cycle teachers from the start of the 2021-2022 school year. The sampling of our research is represented by 362 professors from the region of Fés –Meknes belonging to two different teaching cycles, and who followed their training for three months in six training modules in a more or less assiduous manner, Similarly, to conduct our survey, we administered two online questionnaires to participating teachers, in order to judge the functionality and ergonomics of the platform being researched. Finally, confirming to us that despite the satisfaction of the majority of participants with respect to the functional quality and the contribution of the device, some difficulties were noted at the levels: technical (compatibility, accessibility), functional or even with regard to technological knowledge.

Accelerating digital transformation and the basic needs of businesses to adapt to environmental transformations and complexities have doubled the necessity for extensive stakeholder interactions. Gamification is a powerful tool that facilitates stakeholder interaction and a common understanding of the vision and contributes to the sustainability of businesses. Businesses' sustainability in the digital transformation age depends on the continuous interaction of stakeholders and a comprehensive understanding of all the business pillars, which will be possible through the flow of ideas inside and outside the workplace and by providing innovative processes. In this regard, this study explores the effect of gamification on corporate sustainability by explaining the role of digital transformation, open innovation, and value co-creation. The statistical population of this study comprises top managers and experts in e-businesses who use gamification in their processes. The statistical sample included 117 managers and experts active in this field, and they were selected through convenience sampling. The data collection tool was a questionnaire reliability of which was 0.763 using Cronbach's alpha. Using Smart PLS software, the gathered data were analyzed by structural equation modeling (SEM). Gamification, with a factor of 74%, has a positive effect on open innovation, while a factor of 85% has a positive effect on digital transformation. Gamification, both directly and indirectly, creates value co-creation in businesses, and finally, value co-creation at 78% affects corporate sustainability.