A Progressive Visualisation-Based Learning Framework for Moroccan Pupils and Students: From Data Exploration to Interactive Instruction and Complex Data

Abstract

Moroccan pupils and students face a double challenge: national and international assessments show low proficiency in mathematics, reading, and science, whereas mobile connectivity is almost universal. This article proposes a learning framework that uses visualisation to connect these two facts. The framework, called Explore–Interact–Extend (EIE), moves learners from open exploration of local data, through teacher-designed interactive visualisations, to complex multivariate, temporal, and projected data with explicit safeguards against misreading. We ground the design in published indicators, namely the 2025 cycle of the Programme for International Student Assessment (PISA), the 2023 cycle of the Trends in International Mathematics and Science Study (TIMSS), national digital-access statistics, and the scale of the pioneer-school programme, and in 33 scholarly sources published between 2023 and 2026. A comparison with seven existing approaches shows that none of the works reviewed here combines open exploration, guided interaction, safeguards for complex data, offline use, and right-to-left support in one design. We describe a mobile-first, offline-capable, trilingual platform architecture and a cluster-randomised evaluation plan of about nine classes per arm. The framework has not yet been tested with learners; its value lies in a set of testable design rules for Moroccan classrooms and teacher-training centres.

Key words: complex data, data literacy, interactive visualisation, Moroccan education.

Received Date: August 17, 2026

Accepted Date: September 09, 2026

Published Date: October 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/954