This study aims to explore the perceptions, practices, challenges, and support needs of Moroccan high school EFL teachers regarding the integration of Artificial Intelligence (AI) in the development of instructional materials. To achieve the purpose of the study, a mixed-methods research design was adopted. Using an online questionnaire, the data was collected from 79 Moroccan high school EFL teachers. Cronbach’s Alpha was used to measure the internal consistency between items in the questionnaire, and Pearson’s correlation coefficient to analyse the relationship between teachers’ perception, practices, and challenges, as well as the relationship between their demographic characteristics and their practices. The findings revealed that teachers hold positive perceptions of AI, but their actual use of AI remains selective and infrequent. Significant challenges, including lack of training, insufficient institutional support, and ethical concerns, were found to constrain teachers’ ability to act on their positive attitudes. The findings of the correlation analysis showed that teachers’ practices were positively associated with age, teaching experience, and prior AI training. The study informs EFL teachers and educational stakeholders in Morocco about the need for targeted professional development, improved digital infrastructure, and clear ethical guidelines to facilitate effective AI integration in developing instructional materials.
Barebzi et al. (Fri,) studied this question.