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Investigates how USMBA students utilize generative AI for language tasks, indicating a need for clear institutional guidelines.
This study explores the integration of generative Artificial Intelligence (Gen AI) tools in Moroccan academic settings. It investigates Sidi Mohamed Ben Abdellah University (USMBA) students’ experiences and perspectives on AI utilization to complete language-related tasks in response to challenges related to language proficiency. The study examines the motives and factors pushing students toward AI usage, highlighting opportunities and challenges in using generative AI for task completion. It further studies issues of ethics and responsibility, including adherence to academic integrity and transparency in AI-assisted work. Findings reveal an immense reliance on AI among students, primarily to overcome linguistic limitations and enhance productivity with a reduced effort. While many students demonstrate awareness of ethical boundaries, inconsistencies in responsible use point to the need for clear forceful institutional guidelines. The study contributes to ongoing discourse on AI usage in Moroccan higher education by providing context-specific insights into user behavior, ethical considerations, and implications for policy and pedagogy.
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Youssef Laaraj (2026) studied this question.
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