Supervising bachelor students at Amsterdam University College (AUC) is something I truly enjoy. It allows me to stay connected to the academic world while guiding curious and motivated students through the process of conducting independent research—often on topics that are closely aligned with my own interests and expertise.
This academic year, one of the students I supervised explored a particularly timely and under-researched topic: how religion influences the political participation of young people in Morocco. While Morocco’s constitution promotes participatory democracy, youth engagement in formal politics—through voting or party membership—remains limited. At the same time, religion plays a powerful role in shaping the country’s social and political dynamics.
What stood out to me in this thesis was its interdisciplinary lens. Drawing on political science, sociology, psychology, and anthropology, the student examined how religious spaces, authority structures, and language impact both the ability and willingness of young people to engage politically. The research showed that religion can constrain political participation, especially when tied to institutional authority—but also that it can enable agency, as young people reinterpret religious narratives to legitimise activism, particularly in digital and informal spaces.
This project reminded me once again of how important it is to support the next generation of researchers and changemakers. As a supervisor, I see it as my role to challenge students, foster critical thinking, and create space for both academic and personal growth. And I often learn a great deal myself in the process.
I believe that knowledge has the power to accelerate change. That’s why I view thesis supervision not just as a teaching activity—but as a small, yet meaningful, contribution to building a more thoughtful and engaged society.
