This study explores academics’ perspectives on integrating artificial intelligence (AI) into Moroccan higher education (HE). A questionnaire examining perceived benefits, challenges, and influence of demographic factors was distributed to 103 faculty members at the college of Arts and Humanities, Sidi Mohamed Ben Abdellah University in Fez, Morocco. The results reveal that AI offers promising opportunities to enhance educational practices by improving efficiency and providing valuable learning resources. However, participants also expressed concerns that increased use of AI may negatively impact student-instructor interactions and academic integrity. Preliminary analyses suggested age and academic discipline may shape views on AI, but robust statistical testing was needed. Overall, findings indicate AI adoption presents a dual-edged situation for HE. If properly planned and regulated and equity concerns are addressed, AI technologies can transform teaching and learning positively, but unaddressed challenges may undermine educational quality and student experiences. This study provides timely insights into how best to maximize AI’s benefits while addressing its risks as digital transformation increasingly impacts Moroccan universities.
Mjahad et al. (Tue,) studied this question.