article · Education Sciences
An examination of generative artificial intelligence across Moroccan higher education reveals contrasting attitudes between staff and learners. Students show high enthusiasm for adopting these tools, valuing rapid feedback, creativity support, and academic performance improvements. In contrast, educators demonstrate caution, warning that over-reliance could weaken crucial soft skills such as critical thinking, collaboration, and independent problem-solving. Both groups view generative artificial intelligence as a complementary mechanism rather than an educator replacement, noting that technology cannot provide the personal guidance or cater to the emotional and cognitive needs delivered by human mentors. In addition, teachers and students jointly call for comprehensive digital literacy initiatives to ensure responsible, ethical deployment. These insights highlight balanced pathways for educational institutions, policymakers, and technologists seeking to utilise artificial intelligence for personalised learning while addressing ethical risks.
Generative artificial intelligence tools are spreading rapidly across university campuses, raising questions about academic standards and teaching methods. Understanding how both instructors and learners view these technologies helps universities establish balanced policies. This research highlights the need for targeted digital literacy training that preserves human mentorship and critical thinking while capturing the genuine benefits of technology for personalised education.
Educational software developers and edtech providers can use these findings to design complementary tools that assist learners with feedback and creative tasks without displacing instructor guidance. The research represents early-stage social and perception analysis rather than a product deployment, indicating that commercial products targeting higher education must explicitly incorporate digital literacy frameworks, ethical guardrails, and features that support rather than bypass soft-skill development.
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Artificial intelligence (AI) is increasingly shaping diverse sectors, including education, sparking debates about its potential to transform pedagogical practices and redefine the role of educators. This study explores the perceptions and applications of generative AI in Moroccan higher education to better understand its implications for teaching and learning. A mixed-methods approach was adopted, combining quantitative data from 130 teachers and 156 students with qualitative insights. Quantitative findings reveal significant differences: students demonstrate greater openness to adopting AI, appreciating its capacity to provide instant feedback, enhance creativity, and improve academic performance. In contrast, teachers express reservations, particularly regarding AI’s potential to undermine critical soft skills such as collaboration, problem-solving, and critical thinking. Qualitative analyses confirm these trends, highlighting that, while AI is perceived as a valuable complementary tool, it cannot replace the essential human role of educators in providing personalized guidance and addressing students’ emotional and cognitive needs. Both groups agree on the necessity of enhanced digital literacy to ensure ethical and effective AI integration. These findings underscore the opportunities of generative AI, such as personalized learning and efficiency, while addressing limitations like ethical concerns and over-reliance, offering actionable insights for policymakers, educators, and technologists aiming to integrate AI responsibly in education.
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DOI: 10.3390/educsci15040396
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