Using Learning Analytics to Strengthen Digital Skills in Higher Education: Insights from South Korea for Morocco

DOI

10.2991/978-94-6239-680-7_19How to use a DOI?

Keywords

Digital skills; Digital competency; Higher Education; Learning Analytics

Abstract

Digital skills have become crucial for securing employment, fostering innovation and achieving academic excellence. To equip students for a data-centric economy, universities across the globe are incorporating digital competencies into their curricula (Redecker, 2017). In Morocco, institutions of higher education are starting to weave multidisciplinary digital skills courses, such as programming, artificial intelligence, data analysis, cybersecurity, cloud computing, and digital entrepreneurship into their engineering, business, social sciences, and humanities programs. Centers such as Code 212, located at universities such as Ibn Tofail of Kenitra and Ibn Zohr of Agadir, play a pivotal role in these efforts by providing organized training programs, practical projects, and collaborations with industry, all aimed at narrowing the divide between academic education and the needs of the labor market. This study suggests a conceptual Learning Analytics framework to direct the tracking and improvement of digital competencies among Moroccan university students, based on a comparative analysis of the Moroccan and Korean experiences. The data utilized encompasses student enrollment and completion statistics from various programs at Code 212 centers, records of certification achievements, and surveys that evaluate selfassessed digital skills. The predictive factors include engagement with online learning platforms, involvement in labs and projects, certifications earned, and previous experience with digital technologies. Insights drawn from Korea’s experiences inform the analysis of results and aid in developing recommendations for Morocco’s higher education landscape. Initial analysis indicates that while Morocco’s initiatives to enhance digital skills are encouraging, they remain disjointed. A systematic implementation of Learning Analytics can empower universities to track student engagement, pinpoint skills deficiencies early on, and adjust curricula to optimize learning outcomes. Additionally, collaboration between Morocco and Korea could promote faculty exchanges, foster joint curriculum development, and create co-designed micro-credentials, thereby enhancing digital skills acquisition across various fields. This extended abstract illustrates that the integration of well-structured digital skills programs into higher education, coupled with the application of learning analytics, presents a strategic opportunity for Morocco to boost employability, innovation, and competitiveness. Insights from South Korea provide a framework for institutionalizing these practices and advocating for evidence-based educational policies at the national level.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Aribia Boutaina
AU  - Oumaira Ilham
PY  - 2026
DA  - 2026/06/20
TI  - Using Learning Analytics to Strengthen Digital Skills in Higher Education: Insights from South Korea for Morocco
BT  - Proceedings of the Conference Morocco-Korea Cooperation: A Lever for Afro-Asian Development (MKC 2025)
PB  - Atlantis Press
SP  - 265
EP  - 273
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6239-680-7_19
DO  - 10.2991/978-94-6239-680-7_19
ID  - Boutaina2026
ER  -