[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585327-105":59,"doc-detail-585327-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","nurturing-digital-literacy-motivation-a-human-centred-perspective-on-technology-and-learning-in-morocco","NURTURING DIGITAL LITERACY MOTIVATION - A HUMAN-CENTRED PERSPECTIVE ON TECHNOLOGY AND LEARNING IN MOROCCO","","As universities adopt digital tools at an unparalleled pace, learners are expected to navigate online platforms, search for trustworthy information, and craft multimedia work. Motivation to embrace these technologies and build digital literacy varies across student populations. Drawing on self-determination theory and expectancy–value theory, the article examines how Moroccan university students experience technology-enhanced learning and what sustains or undermines their drive. Using 250 semi-structured interviews with Critical Incident Technique, findings highlight autonomy-reinforcing support versus rigid tasks, digital overload, and fear of mistakes, with implications for reducing Morocco’s digital divide.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/nurturing-digital-literacy-motivation-a-human-centred-perspective-on-technology-and-learning-in-morocco/585327/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/nurturing-digital-literacy-motivation-a-human-centred-perspective-on-technology-and-learning-in-morocco/585327.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-13","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What motivation theories guide the study?","Question",{"text":113,"@type":114},"The article draws on self-determination theory (autonomy, competence, relatedness) and expectancy–value theory (expectancy of success and value of outcomes) to explain why students engage or disengage.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was students’ experience data collected?",{"text":118,"@type":114},"The study used 250 semi-structured interviews with the Critical Incident Technique, gathering accounts from undergraduates and postgraduates in Casablanca-Settat and Marrakeck-Safi.",{"name":120,"@type":111,"acceptedAnswer":121},"Which factors increased or decreased students’ motivation?",{"text":122,"@type":114},"Motivation rose when students felt trusted, received constructive support, and understood the purpose of digital tasks. It fell under rigid assignments, digital overload, and fear of making mistakes.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},585327,1792977947,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":105,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","NURTURING DIGITAL LITERACY MOTIVATION: A HUMAN‑CENTRED PERSPECTIVE ON TECHNOLOGY AND LEARNING IN MOROCCO  \nKarima Slamti  \nCadi Ayyad University, Faculty of Arts and Humanities-Marrakech, Morocco  \nABSTRACT  \nAs universities adopt digital tools at an unparalleled pace, learners are expected to navigate online platforms, search for trustworthy information and craft multimedia work. Yet motivation to embrace these technologies and develop digital literacy is inconsistent across the student population. Drawing on self‑determination theory and expectancy–value theory, this article examines how students at Moroccan universities experience technology‑enhanced learning and what stimilates or reduces their drive to build digital skills. Through 250 semi‑structured interviews employing the Critical Incident Technique, we collected experiences from undergraduates and postgraduates in the Casablanca‑Settat and Marrakeck-Safi regions about moments that raised or lowered their motivation. Students highlighted that feeling trusted, receiving constructive support and understanding the purpose of digital tasks boosted their engagement, while rigid assignments, digital overload and fear of making mistakes undermined it. Our findings coincide with recent research linking digital literacy to self‑efficacy, academic achievement and innovation capacity (Getenet et al., 2024; Chen, 2025; Zhong et al., 2025) and suggest that thoughtfully designed digital experiences can help close Morocco’s digital divide.  \nKEYWORDS  \nDigital Literacy, Student Motivation, Autonomy Support, Self‑Efficacy, Digital Divide, Moroccan Universities  \n1. INTRODUCTION  \nAcross higher education, the march of digitalisation has reshaped how students learn. From accessing e‑journals to collaborating through shared documents, digital competency has become a prerequisite rather than an optional skill. Digital literacy, the ability not just to operate devices but to evaluate information, think critically and create content, has been tied to confidence in learning and stronger engagement online (Getenet et al., 2024) . Studies also show that students with robust digital skills adapt more easily to new learning environments, regulate their own study habits and achieve higher grades (Chen, 2025), and that these skills boost creativity and innovative thinking (Zhong et al., 2025) . Within medical education, digital fluency has been linked to better self‑belief and less procrastination (Yuan et al., 2024), while research in nursing highlights that using immersive tools like the metaverse can heighten digital literacy and in turn strengthen academic motivation (Amin et al., 2025) .  \nMorocco, however, presents a context where access to technology and training is still unequal. Reports by civil society indicate a rough digital divide between urban centres and rural regions: students in the south often lack reliable internet and appropriate devices, struggle with language barriers and are vulnerable to misinformation (SMEX, 2024) . The country’s Agency for Digital Development has begun to address these issues by organising workshops on cybersecurity, digital awareness and marketing, particularly targeting young women in underserved communities (ITU, 2024). Yet many university students still encounter limited support and guidance on building digital competency, leading to disengagement or anxiety when faced with technology‑based coursework.  \nThis article investigates how students’ motivation, to develop digital literacy, is shaped by their learning environment. We ask the following research questions: What conditions encourage students to embrace digital tools and cultivate digital skills? What barriers hinder their motivation? By synthesising perspectives from motivation theories and drawing on first‑hand accounts from Moroccan students, we aim to inform educatorsand policy makers about strategies for creating supportive digital learning climates.  \n2. THEORETICAL LENS AND LITERATURE RE","cbCailvdOtRLrIz8","https://ap.wps.com/l/cbCailvdOtRLrIz8","pdf",907511,"English","# Introduction\n## Research questions and aims\n# Theoretical lens and literature review\n## Motivation theories\n## Digital literacy’s impact on motivation","[{\"question\":\"What motivation theories guide the study?\",\"answer\":\"The article draws on self-determination theory (autonomy, competence, relatedness) and expectancy–value theory (expectancy of success and value of outcomes) to explain why students engage or disengage.\"},{\"question\":\"How was students’ experience data collected?\",\"answer\":\"The study used 250 semi-structured interviews with the Critical Incident Technique, gathering accounts from undergraduates and postgraduates in Casablanca-Settat and Marrakeck-Safi.\"},{\"question\":\"Which factors increased or decreased students’ motivation?\",\"answer\":\"Motivation rose when students felt trusted, received constructive support, and understood the purpose of digital tasks. It fell under rigid assignments, digital overload, and fear of making mistakes.\"}]","NURTURING DIGITAL LITERACY MOTIVATION - A HUMAN-CENTRED PERSPECTIVE ON TECHNOLOGY AND LEARNING IN MOROCCO | PDF",1792054391]