Artificial intelligence in Moroccan schools: a pedagogical revolution in progress?

Salaheddine Nabirha, an education expert and CEO of Philosophe Group, emphasizes that the real challenge extends beyond concerns about ChatGPT or academic fraud. He believes Moroccan schools must address how AI can resolve structural weaknesses, such as difficulties in contextualizing learning, lack of personalization, underdeveloped practical skills, and the persistent mismatch between training and real-world needs. Nabirha notes a profound shift in how students engage with knowledge, as they have grown up in a world dominated by images, videos, interactivity, and immediacy.

This new generation requires active participation, production, and understanding the purpose of their learning. Samira, a French teacher in Rabat, observes that students now need varied materials and interaction to stay engaged. Nabirha argues that schools must adapt to this evolution rather than perceiving it as a weakness.

AI can free up teachers' time from repetitive tasks like course preparation and grading, allowing them to focus on human interaction and personalized support. This personalization is crucial for adapting content to individual student levels, generating differentiated exercises, and offering various presentation formats for concepts