Research Article Details

Citation Journal Title: International Jordanian Journal Aryam for Humanities and Social Sciences

Citation Title: Title: Anticipating Epistemic Injustice in Morocco’s EMI Transition: A Foresight Study Based on High School Teachers’ Perspectives

Citation Author: Dr. Mohamed El Machichi

Citation Volume: 6

Citation Issue: 1

Citation Year: 2024

Citation DOI: https://doi.org/10.65811/617

Citation PDF: https://aijj.org/wp-content/uploads/2026/04/IJJA-VOL-6-ISSUE-1-NO-7-2024-PP-105-148.-PDF.pdf

Received Date: 5 January 2024

Revised Date: 9 February 2024

Accepted Date: 19 March 2024

Publication Date: 23 March 2024

First Page: 105

Citation Abstract: Following a recent decree expanding English as a medium of instruction (EMI) in Moroccan higher education, a nationwide transition appears imminent despite limited evidence on readiness and equity. Grounded in epistemic-justice theory and foresight practice, this mixed-methods study analyzed data from 202 Moroccan high-school English teachers. Quantitative results revealed a significant proficiency advantage for private-school students, while urban–rural differences were insignificant. Qualitative findings highlighted three major concerns: curricular misalignment, testimonial injustice toward less-fluent students, and risks of renewed linguicism. The study underscores the need for inclusive, equity-oriented policymaking in Morocco’s EMI transition.

Citation Keywords: English-Medium Instruction (EMI), Epistemic Justice, Educational Language Policy, Moroccan Secondary Education, Educational Inequality, Linguicism.