Towards Augmented Pedagogy: The Role of Collaborative AI in Transforming the Learning Process in Higher Education. The Case of Morocco
El Fakid, Asmaa
Towards Augmented Pedagogy: The Role of Collaborative AI in Transforming the Learning Process in Higher Education. The Case of Morocco - 2025.
60
The integration of collaborative artificial intelligence (AI) into Moroccan higher education is generating growing interest while raising pedagogical, structural, and ethical challenges. In a global context marked by digital transformation, Morocco demonstrates a clear commitment to modernizing its universities and improving the quality of education through strategic reflections, conferences, and research initiatives. Seen as a lever for innovation, AI is gradually reshaping teaching and learning practices, notably through adaptive tools and automated monitoring systems. However, its adoption remains uneven and experimental, facing challenges related to infrastructure, digital skills, and cultural resistance. This study aims to identify the factors influencing the adoption of these technologies by teachers, students, and administrative staff, while questioning the conditions for ethical and sustainable integration. It thus explores the potential of collaborative AI to transform pedagogical interactions while preserving the human dimensions of education.
Towards Augmented Pedagogy: The Role of Collaborative AI in Transforming the Learning Process in Higher Education. The Case of Morocco - 2025.
60
The integration of collaborative artificial intelligence (AI) into Moroccan higher education is generating growing interest while raising pedagogical, structural, and ethical challenges. In a global context marked by digital transformation, Morocco demonstrates a clear commitment to modernizing its universities and improving the quality of education through strategic reflections, conferences, and research initiatives. Seen as a lever for innovation, AI is gradually reshaping teaching and learning practices, notably through adaptive tools and automated monitoring systems. However, its adoption remains uneven and experimental, facing challenges related to infrastructure, digital skills, and cultural resistance. This study aims to identify the factors influencing the adoption of these technologies by teachers, students, and administrative staff, while questioning the conditions for ethical and sustainable integration. It thus explores the potential of collaborative AI to transform pedagogical interactions while preserving the human dimensions of education.
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