Assessing the Experience of Distance Teaching During Confinement: A Study on Behaviors and Attitudes of Higher Education Professors

The paper aims to investigate and explain the involvement level of Moroccan university teachers in distance teaching during the COVID-19 containment period using the social representation theory framework and econometric model based on demographic and institutional variables. Overall, the results reveal that the selected variables exert a limited influence on teachers’ involvement in distance education. However, factors such as institutional support, ICT proficiency, availability of suitable workspace, gender and teachers’ rank contribute significantly to explaining their low to average involvement in remote teaching during COVID-19 confinement period. Furthermore, institutional support and ICT proficiency emerged as the most influential factors, highlighting the crucial role of organizational support and technological proficiency in facilitating effective distance education. These findings underscore the need for targeted interventions and support mechanisms to strengthen faculty involvement in distance education initiatives, which ultimately improves the quality of distance educational experiences for students.