Frugal innovation in education: An innovative, accountable and inclusive system
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Abstract
The question of innovation in education is a fairly old one, the content of which has found new relevance with the increased use of digital technology. In this context, the present study attempts to draw a portrait, not necessarily complete, of innovative pedagogical practices among Moroccan teachers and then to address those that concern the manifestations of frugal innovation. Based on a case study of 139 teachers, the majority of whom are at the primary and secondary levels, the study seeks to put into perspective the role that the university can play in supporting these teachers to "do more with less" in a responsible and inclusive manner in order to disseminate innovations and respond, in accordance with local provisions and with fewer resources, to contextual problems that may hinder the implementation of desired changes.
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