When AI enters Moroccan primary schools: what uses, challenges, and prospects for tomorrow's education?
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This study explores the integration of artificial intelligence (AI) in primary education in Morocco through teachers’ perceptions, identifying current uses, major challenges, and key factors facilitating its adoption. Using a mixed-methods approach, it combines quantitative and qualitative analyses based on a questionnaire administered to 200 primary school teachers, mainly from the public sector. The results indicate that AI is perceived as a tool for enhancing pedagogical practices, particularly for lesson planning and the creation of educational content in language teaching, scientific awakening, and mathematics. However, its integration remains limited due to a lack of training, restricted access to technology and the Internet, and insufficient institutional support. Statistical analysis reveals a slightly significant tendency among experienced teachers to integrate AI more effectively into their teaching practices (r = 0.270, p < 0.01). Given these challenges, this study highlights the urgency of implementing targeted training programs and a multidimensional educational policy to fully harness AI’s potential while clearly distinguishing its uses from other digital tools.
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