Generative AI acceptance among Moroccan secondary school students: A technology acceptance model approach

Generative artificial intelligence (GenAI) is increasingly integrated into students’ learning, but evidence regarding its acceptance among secondary-school learners remains limited, particularly in North Africa. This study examined factors influencing Moroccan students’ intention to use GenAI through the core Technology Acceptance Model and exploratory open-ended questions. An Arabic online questionnaire was completed by 234 students attending urban secondary schools in Salé, Morocco, during April and May 2026. The model included perceived ease of use, perceived usefulness, attitude, and behavioral intention and was analyzed using partial least squares structural equation modeling. Reliability and convergent validity were satisfactory. All hypothesized relationships were significant. Perceived ease of use predicted perceived usefulness (β=.479) and attitude (β=.169); perceived usefulness predicted attitude (β=.597) and behavioral intention (β=.207); and attitude predicted behavioral intention (β=.449). The model explained 37.0% of the variance in behavioral intention. Open-ended responses highlighted explanation, idea generation, and time saving as benefits, alongside concerns about overdependence and inaccurate information. Perceived usefulness emerged as the main driver of favorable attitudes, which subsequently supported usage intention. Schools should combine purposeful integration with verification practices, ethical guidance, and age-appropriate artificial intelligence literacy.