ArticlePloS one2026
Successful student learning outcomes in Moroccan higher education: Causal configurations of pedagogical, motivational, and ICT conditions using fuzzy-set Qualitative Comparative Analysis (fsQCA).
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
As the demand for better educational quality and improved student performance grows, institutions face increasing challenges in making their teaching methods more effective to ensure successful learning outcomes. Most practical recommendations tend to focus on isolated effects, but learning success usually results from interconnected factors that work together. Drawing on constructivist Learning Theory, this study examines pedagogical and motivational factors that can positively impact learning results in higher education within Moroccan universities. The main goal is to identify and evaluate the nonlinear individual effects and the interactive causal configurations involving multiple conditions, such as teacher motivation, pedagogical leadership, self-efficacy, instructional innovation, ICT use, and student motivation, on learning outcomes. Empirical data were gathered through a questionnaire completed by 349 Moroccan university students, using measurement scales for key variables. The analysis employed the fuzzy-set Qualitative Comparative Analysis (fsQCA) method, which helps identify different combinations and causal pathways that lead to high academic achievement. Findings suggest that excellent learning outcomes are not caused by a single factor but by the interaction of several interdependent conditions. Different "recipes" can produce similar strong results. Certain combinations, especially those with strong teacher motivation, effective leadership, and strategic ICT use, proved to be reliable configurations, showing that technology is most impactful when integrated into supportive pedagogical and motivational environments. These results can help redefine and evaluate integrated educational policies, considering the complex interactions among individual, pedagogical, and technological factors. This approach promotes more effective and equitable learning environments through coherent bundles of mutually reinforcing interventions, instead of isolated efforts. Ultimately, this research enables educators and policymakers to develop more targeted strategies, utilize resources more efficiently, and improve overall educational effectiveness.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.