Towards Augmented Pedagogy: The Role of Collaborative AI in Transforming the Learning Process in Higher Education. The Case of Morocco (notice n° 1544051)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01922cam a2200241 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20251012024452.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | El Fakid, Asmaa |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Towards Augmented Pedagogy: The Role of Collaborative AI in Transforming the Learning Process in Higher Education. The Case of Morocco |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2025.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 60 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | 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. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Collaborative Artificial Intelligence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Digital Transformation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Higher Education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Morocco |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Pedagogical Innovation |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Chakor, Abdellatif |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | YOUSFI, LALLA SARA |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Innovations | hors-série | HS1 | 2025-10-10 | p. 135-135 | 1267-4982 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-innovations-2025-HS1-page-135?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-innovations-2025-HS1-page-135?lang=en&redirect-ssocas=7080</a> |
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