Harnessing the Potential of Artificial Intelligence to Enhance Teaching Practices in Moroccan Education
Abstract
This study examines the adoption of artificial intelligence (AI) in Moroccan secondary education, with particular emphasis on teachers’ current experiences, perceived benefits, implementation barriers, and expectations regarding AI-supported teaching practices. A descriptive quantitative design was employed using an online questionnaire administered to 156 middle- and high-school teachers in Morocco through non-probability convenience sampling. The questionnaire investigated teachers’ use of digital technologies, exposure to AI-based tools, perceived obstacles to AI adoption, and expected educational benefits. Data were analyzed using descriptive statistics, including frequencies, percentages, and distributions.
The findings indicate that AI adoption among the participating teachers remains at an early stage, although many respondents have already experimented with AI-supported applications for content generation, translation, communication, and instructional support. The most frequently reported barrier was insufficient training (33.12%), followed by inadequate technological infrastructure (23.00%) and the high cost of AI technologies (18.42%). Participants also identified several potential benefits of AI integration, particularly reduced lesson-preparation time, improved student engagement, enhanced educational content, support for student assessment, and differentiated instruction. Concerns regarding data privacy, ethical use, and equitable access were also reported.
Overall, the findings suggest that the responsible integration of AI into Moroccan secondary education will require sustained professional development, stronger technological infrastructure, appropriate ethical and governance frameworks, and equitable access to digital resources. Given the descriptive design and non-probability sample, the results should be interpreted as evidence of patterns and perceptions among the participating teachers rather than as statistically generalizable conclusions about all Moroccan secondary-school teachers.
Keywords: artificial intelligence; secondary education; teacher perceptions; AI adoption; digital pedagogy; Morocco.
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