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Human rights education, which is essential for building a culture of peace and preventing crises, is a priority in Morocco’s educational overhaul in line with the Sustainable Development Goals (SDG 4.7). We retrace the history of its inclusion in the national system, before focusing on a case study and the associated implementation of a statistical model for evaluating its effects. The integration of human rights values into the Moroccan education system, although incomplete and unsystematic, is progressing with reforms centred on the promotion of dignity, equality and justice. A case analysis shows that pupils’ learning is organised between knowledge and values, and depends on the family context in terms of responsibility and emotional skills. The results obtained relate to pupils’ knowledge of a culture of human rights for a culture of peace, as well as their cognitive and emotional skills. They enable us to lay the foundations for a change of educational perspective in the face of the traditional school form, particularly through artistic and participatory projects. This work therefore calls for a redefinition of national educational priorities, giving a central place to cross-curricular education, the need to strengthen family-school collaboration, and the redefinition of a ‘culture of peace’, the need to strengthen collaboration between families and schools, and a redefinition of assessment models.
