The integration of language policy into didactics has significant implications for language teaching and learning. In Morocco, the decision to arabize non-linguistic disciplines in education has created challenges and disruptions, particularly between secondary and higher education. Louis Porcher's insights emphasize the pivotal role of language in accessing knowledge, urging effective language acquisition. However, the dominance of French in the Moroccan context hasn't been adequately analyzed, leading to confusion in educational practices. Abderrahim Rami highlights the urgent need for linguistic continuity between secondary and higher education, proposing either total arabization or reinstating French as a vehicular language. The 2015-2030 strategic plan advocates for a multilingual approach, aiming to equip learners with proficiency in Arabic, Amazigh, French, and eventually English and Spanish. This strategy seeks to enhance learners' cognitive abilities and facilitate academic mobility. Implementation requires substantial investment in pedagogical reforms and teacher training, particularly for bilingual education programs like international sections. Ultimately, this transformation aims to align education with societal and economic changes, emphasizing the collective effort needed for successful organizational change.