تآكل السلطة البيداغوجية ونزعة الإشباع الفوري لدى المراهقين في العصر الرقمي: دراسة ميدانية نوعية

Abstract

This paper examines the impact of digital instant gratification mechanisms on pedagogical authority in Moroccan secondary schools. Within the framework of the attention economy, the study addresses the growing tension between the long-term cognitive effort required by academic learning and the immediacy promoted by digital platforms.

Using a qualitative research design based on classroom observations and semi-structured interviews with a purposive sample of secondary school teachers, the study reveals that digital distraction significantly undermines sustained attention and contributes to the erosion of teachers’ traditional authority. The findings also highlight the emergence of performative student behaviors aimed at immediate peer recognition, reflecting a broader value-based conflict between the school model grounded in effort and discipline, and a digital culture centered on visibility and instant validation.

The study argues that restoring pedagogical authority requires rethinking the didactical contract through an approach that integrates digital realities while preserving the educational value of effort, meaning, and sustained engagement.