On April 6, 2026, I had the opportunity to take part in a meaningful field experience that combined learning, collaboration, and community engagement. Together with Yossef Ben-Meir, President of the High Atlas Foundation, we travelled from Marrakesh to Agadir to facilitate a community mapping workshop with students at the Faculty of Letters and Human Sciences at Ibn Zohr University.

The day started early in Marrakech. After meeting at the foundation’s office and exchanging a warm welcome with the team, we began our journey toward Agadir. The road itself was part of the experience. Surrounded by mountains and the iconic argan trees of the region, the trip felt inspiring and reflective. Dr. Ben-Meir even made sure we had snacks for the road—nuts, drinks, and sweets—simple gestures that made the long drive feel lighter and more enjoyable. Dr. Afaf Hamzaoui warmly welcomed us when we arrived at the university. Her hospitality reflected the generosity that is deeply rooted in Moroccan culture. She hosted us with traditional Moroccan tea, olive oil, and amlou, a regional speciality that perfectly represents the flavors of southern Morocco. 

Soon after, we moved to Room 41, where the workshop was scheduled. The room quickly filled with students, and more continued to join as word spread around the faculty. There was a visible curiosity among them, a strong interest in understanding what community mapping was about. Dr. Ben-Meir opened the session by explaining the foundations of the community mapping methodology. What makes this approach powerful is its simplicity: it encourages people to analyze their communities, identify resources, understand challenges, and imagine opportunities for development. 

The students were then divided into several groups, some composed only of male students, others only of female students, and mixed groups as well. This structure created a dynamic environment where everyone could contribute and collaborate. Most groups chose to analyze the university campus as a model community. They began identifying spaces, resources, opportunities, and challenges within their own academic environment. Watching them think critically about a place they experience every day was fascinating.

Being able to share that experience with the students felt rewarding. It transformed my role from simply documenting the workshop into actively contributing to the learning process. What impressed me most was the students’ enthusiasm. They quickly embraced the exercise, collaborating within their groups and exchanging ideas about how to better understand and improve their environment. It was a clear reminder that participatory methods can unlock creativity and critical thinking in powerful ways.

One of the most valuable outcomes of the community mapping exercise was the clarity with which students expressed their needs, ideas, and vision for improving their environment. The majority of groups focused on enhancing the university itself, proposing practical and impactful solutions. Among the most common ideas was the need for a modern, well-equipped library—one that offers a wide range of academic resources, as many students highlighted the limited availability of books in the current library.

Access to reliable Wi-Fi across the campus was another recurring concern, as most students face difficulties due to weak or unavailable internet connectivity. In addition, many emphasized the importance of providing computers within the institution, particularly in the library, since a significant number of students cannot afford personal laptops. These resources were seen as essential tools to support their academic work and productivity.

Beyond campus facilities, some students also raised broader social challenges, especially those faced by students coming from outside Agadir. Many of them struggle to find affordable and suitable housing, often being to share small apartments or rooms in order to stay close to the university. As a result, one of their key recommendations was the creation of student housing or a university residence that could provide a stable and supportive environment for studying.

What made this exercise particularly powerful was the diversity of perspectives and creativity among the groups. While many ideas overlapped, each group expressed them through unique designs, drawings, and approaches. This diversity not only enriched the outcomes but also reflected the individuality of each participant and their way of engaging with the community mapping process.

Just before the workshop came to an end, something completely unexpected happened… a moment that brought time to a pause inside the room.

Suddenly, a group of students from Dr. Afaf Hamzaoui at the Faculty of Letters and Human Sciences of Ibn Zohr University surprised her with a heartfelt tribute. A bouquet of flowers, a commemorative plaque, and one clear message: gratitude, respect, and love.

This gesture reflected the profound bond they had built with their professor—not only as an educator but also as a guiding figure who played an important role in their academic journey and in strengthening the connection between the faculty and the High Atlas Foundation.

As she received the gift, Dr. Afaf was overwhelmed with emotion and began to cry in front of everyone. In that moment, the classroom transformed into something more than an academic space—it became a deeply human one. Many participants were visibly moved, some even shedding tears. While documenting the moment, I felt the weight and sincerity of what was unfolding in front of me—a moment that words can barely capture.

It was a reminder that education is not only about knowledge… but also about relationships, gratitude, and human connection.

After the workshop ended, Dr. Ben-Meir made a wonderful gesture by inviting all the participating students to join a shared lunch. This moment created a relaxed space where conversations continued beyond the classroom. Students discussed their ideas, reflected on the exercise, and connected with one another in a friendly atmosphere. It was a simple yet powerful way to strengthen relationships and extend the spirit of the workshop.

Later in the afternoon, we began the journey back to Marrakech. During the drive, Dr Ben-Meir and I reflected on the day. We mutually agreed that the workshop was a success, not just This was due to strong student participation and demonstrated the effectiveness of participatory learning in academic settings.

For me, this experience was more than just a workshop. It was a reminder that real learning happens when people come together, share ideas, and explore their communities with curiosity and purpose.

And occasionally, the most meaningful journeys are not just about the destination but about the conversations, connections, and insights gained along the way.