In a global context shaped by interconnected environmental, health, and social crises, “education for”— including values education, education for sustainable development, health education, and media literacy— has emerged as an institutional response to pressing societal challenges. Accordingly, these educational domains seek to foster civic, critical, and value-oriented competencies. However, their integration into formal education raises important questions regarding their effective transposition into school curricula. Against this background, this article examines the curricular integration of “education for” through a qualitative curricular and discursive analysis of official Moroccan educational documents. More specifically, it investigates how these cross-curricular and value-laden domains are transformed into teachable content within a school system structured primarily by disciplinary logics, while also considering the implications of this process for their educational and socializing functions. Methodologically, the study analyzes a corpus of eight institutional documents related to recent educational reforms in Morocco. The findings reveal heterogeneous modes of integration, ranging from explicit curricular prescriptions to implicit crosscurricular approaches and, in some cases, marginalization. Consequently, these patterns highlight tensions between official curricular orientations and classroom practices. Ultimately, the study demonstrates that the didactic transposition of “education for” is central to its socializing effectiveness and remains strongly influenced by teachers’ interpretive choices. Therefore, it advocates a more coherent and structured didactic framework to strengthen the contribution of “education for” to learners’ socialization in an evolving society.