ENSEIGNER A L?UNIVERSITE MAROCAINE: UN DEFI A RELEVER.

Higher education in Morocco has suffered the consequences of many changes in the contemporary world. In fact, with a diversification of student profiles, a massive number of students, a spectacular enthusiasm for information and communication technologies, and a social demand for higher education quality, teaching practices have undergone several development phases. In view of all these development phases, a new educational offer ?proposing, among other things, a variety of learning situations, the use of educational technologies and a desire to make the student the main actor of his own learning? imposes to overcome current practices that are inefficient and / or deemed outdated. This work is in line with the university pedagogy, and more specifically the pedagogical guidelines of teachers practicing at the university. The aim of this article is, first of all, to explore (browse) the main works dedicated to the teaching practices of teachers at the university, while questioning the most relevant parameters. Which ones could shed light on the possible impact that these teaching practices can have on students and their learning achievement. And, in a second step, we present, in a synthetic way, an overview that relates to the university pedagogy as experienced and put into practice in the Moroccan context. Finally, we will introduce the perspective of a research, which addresses the problematic of the correlation between the pedagogical innovations of the teachers on the one hand and the training of the functional competences among the learners with the Moroccan university being able to facilitate their professional insertion, on the other hand.