Research Article Details

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

Citation Title: Enhancing Undergraduate Students’ Critical Thinking Through Digital Literacy in Morocco: A Narrative Analytical Assessment

Citation Author: Fatima Azzahra Amrani¹ Professor Abdelghanie Ennam²

Citation Affiliation: Laboratory: Littérature, Arts et Ingénierie Pédagogique Faculté des Langues, des Lettres et des Arts Ibn Tofail University, Kenitra. Morocco

Citation Volume: 8

Citation Issue: 2

Citation Year: 2026

Citation DOI: https://doi.org/10.65811/821

Citation PDF: https://aijj.org/wp-content/uploads/2026/10/IJJA-VOL-8-ISSUE-2-NO1-2026-PP-1-17.-PDF-1.pdf

Received Date: 11 March 2026

Revised Date: 23 April 2026

Accepted Date: 9 June 2026

Publication Date: 15 Jullay 2026

First Page: 1

Citation Abstract: This narrative overview examines the significance of implementing digital literacy in undergraduate education in Morocco and its role in fostering students’ critical thinking to support informed decision-making in academic, professional, and personal contexts. 21st-century education extends beyond the transmission of knowledge, emphasizing the development of skills necessary to navigate a rapidly evolving, distraction-rich environment shaped by social media and Artificial Intelligence. Such an environment can impede students’ cognitive abilities, particularly executive functions including critical thinking and decision-making, especially at the undergraduate education level. As a result, and based on the literature, fostering digital literacy in Moroccan undergraduate education has become a necessity. Rather than conducting a narrow systematic review, this paper provides a comprehensive review, synthesis, and reinterpretation of findings from the literature. The scope encompasses dispersed and different, yet related empirical studies, theoretical articles, research reviews, and intergovernmental reports over the past four decades. The paper highlighted first the significant influence of digital content on digital media consumers through the lenses of the most relevant and influential media theories. It further explores the urgency and feasibility of teaching and learning digital literacy in Morocco and considers the broader role of educational institutions in this domain. It concludes by outlining evidence-based initiatives and best practices, research limitations, and future research directions. The paper ultimately advocates for the urgent integration of digital literacy into undergraduate education in Morocco.

Citation Keywords: Media Influence on students, Digital Literacy, Critical Thinking, Undergraduate Education, Morocco.

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