The various university educationalpolicies in Morocco intend to promote a quality approach in university training. This consists of integrating the personal and academic development of the student and their professional integration into a process supported by the digitalization of practices in Higher Education. These approaches take the form of supporting face-to-face training with learning and assistance on a digital platform led by the teacher. Our article aims to analyze the process of introducing the Moodle and Rosetta platforms and their implementation contexts. From an empirical approach, we question, through the prism of the uses and practices of students, the modalities of this provision of technologies as an inclusive approach to Moroccan students and the issues and constraints of the current reform.