Training as a Strategic Lever for Blockchain Process Integration in Moroccan Organizations: An Educational Science Perspective

Abstract

Abstract

Blockchain is increasingly presented as a socio-technical infrastructure capable of improving trust, traceability, transparency and process automation in organizations. However, successful blockchain process integration depends not only on technological availability, but also on actors who understand distributed governance, smart contracts, data integrity, interoperability, cybersecurity, legal constraints and the redesign of organizational routines. This article examines training as a strategic lever for blockchain process integration in Moroccan organizations from an Educational Science perspective. Methodologically, it adopts a conceptual and interpretive research design combining a narrative review of literature on blockchain adoption, adult learning, competency-based training, organizational learning and technology acceptance with a contextual analysis of Moroccan digital-transformation priorities. The documentary sample, rather than a respondent sample, consists of scientific works selected for their relevance to these five thematic streams, together with Moroccan institutional and policy documents. The sources are synthesized into an integrated training-based model structured around competence diagnosis, modular learning pathways, experiential experimentation, organizational transfer and impact evaluation. The main conclusion is that training acts as a mediating organizational capability: when learning is competency-based, experiential and connected to workplace transfer, it strengthens readiness and trust, reduces resistance to innovation and facilitates sustainable blockchain process integration. The article contributes by reframing blockchain adoption as a learning and capacity-building issue and by offering Moroccan organizations a practical roadmap and research propositions for future empirical testing.

Keywords : Blockchain; professional training; educational sciences; organizational learning; digital transformation; Morocco; competency-based education; technology adoption.