Volume 4, 2026 – Issue 1
Sustainable learning practices in higher education through conversational AI tools: A case study of ESEF Oujda
Amina Radouani 
1 * and Abdennour Kharraki 2
Faculty of Letters and Human Sciences, Mohamed First University, Oujda, Morocco
Corresponding author: amina.radouani.d24@ump.ac.ma
DOI: 10.5281/zenodo.18840727
Abstract
The emergence of Society 5.0 has accelerated the integration of advanced technology and artificial intelligence into all aspects of human life to foster sustainability and inclusion. This vision especially impacts education by aiming to improve the quality of life for all learners. In this context, digital transformation and collaborations between students and technologies, such as conversational AI, are increasingly shaping students’ sustainable learning practices. While subjects like students’ perceptions, academic performance, or ethical concerns surrounding AI use are being widely examined, the connection between conversational AI tools and Sustainable Learning in Education (SLE) remains underexplored. Ben-Eliyahu (2021) described SLE through four aspects: renewing and relearning (updating and adapting knowledge), independent and collaborative learning (self-driven and group-based acquisition), active learning (engagement with material), and transferability (applying knowledge to new contexts). Aligning with the United Nations Sustainable Development Goal 4 (quality education), this study examined how conversational AI tools impact the sustainable learning practices of ESEF Oujda students. To achieve this aim, the study employed a mixed-methods approach, combining a survey to measure conversational AI use and SLE components with a correlational T-test, and a qualitative writing task to capture habit changes. Understanding how conversational AI tools support or hinder those dimensions can provide valuable insights for educators, policymakers, and curriculum designers seeking to integrate AI responsibly and effectively into higher education.
Keywords: conversational AI tools, Sustainable Learning in Education (SLE), higher education, AI responsibility and efficiency
Published
2026/02/28
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Section
Research Papers
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Radouani, A., & Kharraki, A. (2026). Sustainable learning practices in higher education through conversational AI tools: A case study of ESEF Oujda. The International Journal of Technology, Innovation, and Education, 4(1), 284–302. https://doi.org/10.5281/zenodo.18840727
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Radouani, Amina, and Abdennour Kharraki. 2026. “Sustainable Learning Practices in Higher Education through Conversational AI Tools: A Case Study of ESEF Oujda.” The International Journal of Technology, Innovation, and Education 4 (1): 284–302. https://doi.org/10.5281/zenodo.18840727.
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Radouani, Amina, and Abdennour Kharraki. “Sustainable Learning Practices in Higher Education through Conversational AI Tools: A Case Study of ESEF Oujda.” The International Journal of Technology, Innovation, and Education, vol. 4, no. 1, Feb. 2026, pp. 284–302, https://doi.org/10.5281/zenodo.18840727.
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[1]
A. Radouani and A. Kharraki, “Sustainable learning practices in higher education through conversational AI tools: A case study of ESEF Oujda,” The International Journal of Technology, Innovation, and Education, vol. 4, no. 1, pp. 284–302, Feb. 2026, doi: 10.5281/zenodo.18840727.
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Radouani, A. and Kharraki, A. (2026) “Sustainable learning practices in higher education through conversational AI tools: A case study of ESEF Oujda,” The International Journal of Technology, Innovation, and Education, 4(1), pp. 284–302. Available at: https://doi.org/10.5281/zenodo.18840727.
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Radouani A, Kharraki A. Sustainable learning practices in higher education through conversational AI tools: A case study of ESEF Oujda. The International Journal of Technology, Innovation, and Education [Internet]. 2026 Feb 28;4(1):284–302. Available from: https://ijtie.com/wp-content/uploads/2026/03/N40139.pdf
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Radouani, A., & Kharraki, A. (2026). Sustainable learning practices in higher education through conversational AI tools: A case study of ESEF Oujda. The International Journal of Technology, Innovation, and Education, 4(1), 284–302. https://doi.org/10.5281/zenodo.18840727
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About the authors
- Amina Radouani is a PhD student in the Applied Communication in Context Program at Mohammed I University in Oujda, Morocco. Her doctoral research examines issues related to the Sub-Saharan African Diaspora. She holds a Master’s degree in Applied Language Studies from Moulay Ismail University in Meknes, Morocco, and currently teaches English as a second language at a public high school. Her research interests include education, intercultural communication, and critical studies of belonging and identity, with a particular focus on Sub-Saharan contexts and diasporic subjectivities.
amina.radouani.d24@ump.ac.ma
↩︎ - Abdennour Kharraki is a prominent academician and full professor at Mohamed First University in Oujda, Morocco. He has made significant contributions to research and education, and is well-known for his expertise in socio-pragmatics, communication studies, and translation. Throughout his long career, Professor Kharraki has supervised numerous students and published extensively in esteemed journals. He is renowned academically for his dedication to expanding knowledge and fostering intellectual curiosity.
a.kharraki@ump.ac.ma
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