Background: Educational innovation is now an essential lever for improving the quality of training. Since the introduction of the Bachelor’s-Master ‘s-Doctorate (BMD) system in Morocco, Higher Institutes of Nursing and Health Techniques (HINHT) have been called upon to rethink their teaching practices. This study aims to exploring the determinants of educational innovation at the level of Higher Institutes of Nursing and Health Techniques in this context of reform. Methods:A descriptive analytique study was conducted among 301 teachers from various ISPITS in Morocco. The questionnaire used for this study was developed to collect quantitative information on several dimensions related to educational innovation. All statistical analyses were performed using the Statistical Package for the Social Sciences (SPSS, version 20.0). The normal distribution of quantitative variables was tested using the Kolmogorov-Smirnov test. Nominal variables were presented as proportions. Results: The results showed that nearly half of the participants (49.8%) were in the 30-40 age group, with the majority being female (72.1%). Only 27% had received training in pedagogical innovation. The main factors driving innovation were improving teaching (98.7%), Curricular reforms (88.0%), institutional obligation (78.1%), job dissatisfaction (75.4%) and breaking with routine (73.8%). Conclusions: This study identified the institutional and personal reasons that prompted those responsible for training at HINHP in Morocco to use pedagogical innovation. However, continuing education in pedagogical innovation must reach all teachers. It remains a sine qua non condition for preparing them for innovation, but also for supporting them so that they can keep up with and adapt to the reforms taking place in the education system.