Moroccan Universities in the Shanghai Ranking: A Step Forward
The recent release of the 2026 Shanghai Ranking has brought forth encouraging news for Morocco's higher education sector. Notably, two Moroccan institutions have made their mark in the Academic Ranking of World Universities (ARWU), namely Hassan II University of Casablanca, which has been previously listed, and the newly included Mohammed VI Polytechnic University (UM6P). According to TelQuel's August 18, 2026 edition, both universities are placed within the range of 901-1000. This development is indeed a cause for celebration, as visibility in a globalized educational landscape is crucial. The effectiveness of research is often gauged by publications, citations, international collaborations, and the ability to attract esteemed researchers, thereby integrating the institution into global knowledge networks.
Redefining Success in Higher Education
However, beyond the initial satisfaction of this achievement lies a pressing concern: what exactly does the Shanghai Ranking measure, and does it align with Morocco's expectations for its universities? The ARWU primarily evaluates higher education institutions based on six indicators, including alumni who have received Nobel Prizes or Fields Medals, faculty accolades, highly cited researchers, publications in prestigious journals like Nature and Science, indexed articles in major international scientific databases, and a performance measure relative to the institution's size. While the emphasis on research is entirely valid, it's essential to recognize that this metric captures only a fraction of a university's overall impact. It inadequately reflects the quality of education imparted to students, their professional integration, and the university’s ability to adapt to the economic and social shifts within Morocco. Furthermore, it falls short in assessing contributions to lifelong learning, entrepreneurship, pedagogical innovation, regional development, and the dissemination of knowledge within society.
As artificial intelligence continues to evolve, it becomes increasingly critical to evaluate universities on their ability to simultaneously transform teaching, research, organization, and governance. This perspective is crucial, as my extensive experience across various higher education systems, including studies in France and the USA, has taught me that there is no singular model of a successful university. For instance, the American university system differs significantly from the French one, and even French business schools have their unique histories tied to commerce and industry. Therefore, Morocco is not bound to replicate foreign educational structures but is encouraged to learn from successful international institutions while crafting its own distinctive model.
The importance of governance cannot be overstated in this context. For years, I have advocated for an integrated approach that does not artificially separate research, teaching, business, digital technology, and society. We often fall into siloed thinking, categorizing educators, researchers, universities, and businesses separately, as well as hard sciences from humanities and social sciences. However, contemporary transformations occur precisely at these intersections. My observations since the late 1990s—when I championed hybrid programs combining information systems, digital technology, and management—demonstrate that such interdisciplinary profiles are now essential, particularly in the realms of artificial intelligence, cybersecurity, and organizational transformation.
Therefore, a high-performing Moroccan university should also be evaluated based on its capacity to cultivate these interdisciplinary profiles, rather than merely the volume of publications it produces. This does not imply a reduction in research standards; on the contrary, the Shanghai Ranking underscores the necessity for Morocco to enhance its research output. A university that lacks knowledge production ultimately relies on external knowledge, which extends beyond academic prestige and touches upon national sovereignty. In fields like artificial intelligence, a nation that solely utilizes models, technologies, and concepts developed elsewhere risks becoming a consumer of knowledge rather than a producer. Thus, digital sovereignty begins at universities, in laboratories, and with doctoral candidates, necessitating dedicated time for educators to engage in research, publish, mentor, and transfer knowledge.
Moreover, we must critically assess certain practices within our higher education system. In recent years, Morocco has witnessed a rise in foreign private schools and international partnerships that contribute to the country’s academic openness. While this can be enriching, it should not undermine Moroccan institutions. When public university educators allocate an increasing proportion of their time to teaching at private or foreign institutions, it raises governance concerns regarding their primary institutions, student mentoring, and state-funded research. Similarly, a private higher education institution cannot sustainably build its academic legitimacy solely on adjunct faculty; a robust university requires permanent staff, laboratories, doctoral candidates, long-term commitments, scientific output, and a cohesive academic community.
The inclusion of UM6P and the continued presence of Hassan II University in the Shanghai Ranking reflect existing dynamics in Morocco. However, having only two universities in the top 1,000 should not be the ultimate goal; it should serve as a catalyst for further investment in research, better collaboration between public and private sectors, improved conditions for researchers, and the attraction of Moroccan scholars who teach or research abroad. Ultimately, Morocco should aspire to be not just a host for foreign institutions but a genuine African and global academic hub capable of producing its own reference institutions. This presents a historic opportunity for Morocco to become a laboratory for innovative hybrid training programs that incorporate artificial intelligence, data, cybersecurity, management, humanities, industry, health, agriculture, and public policy. By fostering African cooperation and unique South-South partnerships, Morocco can attract students from Europe and Africa while enhancing the value of its own educators, researchers, and professionals who already contribute to the establishment of academic institutions abroad.
To achieve this, we must confront a more challenging question than merely assessing Morocco's ranking in Shanghai: what kind of university do we wish to build? Do we aim to create an institution designed solely to improve our international ranking, or one that can simultaneously generate knowledge, educate the youth, support businesses, contribute to regional development, enhance technological sovereignty, and contemplate the transformations of Moroccan society? These two ambitions are not inherently contradictory; in fact, they can mutually reinforce one another. However, we must be cautious not to let indicators become the ultimate objective. I have often argued that an indicator or score should not solely define the reality it seeks to measure. This caution applies equally to the realm of higher education. The Shanghai Ranking serves as a useful thermometer, but no country shapes its health policy solely to improve the temperature displayed on that thermometer. The same principle should apply to our higher education system. Therefore, let us congratulate Hassan II University of Casablanca and UM6P, and use this positive news as a springboard to engage in a more ambitious discourse—not only regarding Morocco's position in the global university rankings but also about the role Moroccan universities aspire to play in the global knowledge production landscape.
As reported by quid.ma.
