This study examines the role of contemporary didactic strategies in enhancing adaptive educational assessment within recent transformations in educational practices, particularly in Moroccan inclusive schools and Health-Promoting Schools. It assumes that interactive approaches, including cooperative, problem-based, project-based, and technology-supported learning, can improve learning quality and promote flexible, equitable, and learner-centered assessment practices responsive to diverse educational needs. Using a descriptive-analytical approach, the study reviews relevant educational literature and previous research on contemporary didactics, interactive learning, adaptive assessment, and inclusive education. Particular attention is given to learners with learning disabilities and special educational needs. The findings indicate that contemporary didactic strategies contribute to a shift from standardized, achievement-oriented assessment toward adaptive assessment that considers individual differences and adjusts assessment tools, criteria, and procedures to learners’ abilities and needs. Adaptive assessment also supports educational inclusion, equity, and equal learning opportunities. The study proposes an integrated theoretical framework linking contemporary didactics, adaptive educational assessment, inclusive education, and the Health-Promoting Schools approach, providing a conceptual foundation for developing more inclusive, equitable, and responsive assessment models