This study aims to improve the teaching of philosophy in Moroccan high schools through pedagogical and didactic research based on official references, such as the educational curriculum and official notes. Unfortunately, academic research in this field has not received enough attention from the Ministry of National Education, Primary Education, and Sports, academics, or professors. This has led to a lack of innovation and weakness in the field.
Therefore, the study seeks to answer the question: How can cooperative education, specifically the “Jigsaw strategy,” empower learners with extended competencies, diversify pedagogical and didactic methods, and break away from the monotony of current teaching methods in philosophy? The study departs from traditional approaches and relies on research of official Moroccan references for the teaching of philosophy subject and its philosophical and pedagogical roots. Additionally, the study employs a competencies-based approach and didactics of teaching philosophy to empower learners with extended competencies through strategies, communication, methodology, and other qualitative-based approaches such as the problem, understanding, and argument.
The “Jigsaw strategy” is a distinct, innovative, and recognizable strategy that encourages combined efforts, listening, and mutual respect to build a democratic community and create free and equal minds.
Finally, the study reviews the most significant challenges faced during testing students in the classroom and provides recommendations based on the results.