Volume 4, 2026 – Issue 2
Institutional Realities and the Transformative Potential of AI in ESP Instruction: Mohamed First University in Oujda as a Case Study
Sanae Benali 
1* and Rachida Nasri 2
Mohammed First University, Oujda, Morocco
* Corresponding author: benalisanae140@gmail.com
DOI: 10.5281/zenodo.20289157
Abstract
The demand for specialized language skills in the labor market is increasingly rapid, thereby it makes the integration of artificial intelligence (AI) into English for Specific Purposes (ESP) programs in higher education vital. This study examines opportunities and challenges of AI adoption at Mohammed First University (UMP) in Oujda. A qualitative approach was used. Data were collected through professor interviews via Google form. As the results of the analysis, it shows, first, that infrastructural gaps and limited teacher training remain major barriers to effective AI use. Second, AI tools proffer strong potential to support personalized learning and improve professional communication skills. According to the research findings, it indicates both the promise and the constraints of AI integration in ESP. Drawing on the evidence presented, the study concludes that institutional investment, faculty development, and clear policies are needed. Such measures therefore will ensure that AI adoption strengthens curriculum design and prepares students for academic and professional demands.
Keywords: artificial intelligence, English for specific purposes, higher education, curriculum design, teacher training, labor market, personalized learning
Published
2026/06/01
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Section
Research Papers
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Benali, S., & Nasri, R. (2026). Institutional realities and the transformative potential of AI in ESP instruction: Mohamed First University in Oujda as a case study. The International Journal of Technology, Innovation, and Education, 4(2), 29–45. https://doi.org/10.5281/zenodo.20289157
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Benali, Sanae, and Rachida Nasri. 2026. “Institutional Realities and the Transformative Potential of AI in ESP Instruction: Mohamed First University in Oujda as a Case Study.” The International Journal of Technology, Innovation, and Education 4 (2): 29–45. https://doi.org/10.5281/zenodo.20289157.
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Benali, Sanae, and Rachida Nasri. “Institutional Realities and the Transformative Potential of AI in ESP Instruction: Mohamed First University in Oujda as a Case Study.” The International Journal of Technology, Innovation, and Education, vol. 4, no. 2, June 2026, pp. 29–45, https://doi.org/10.5281/zenodo.20289157.
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S. Benali and R. Nasri, “Institutional realities and the transformative potential of AI in ESP instruction: Mohamed First University in Oujda as a case study,” The International Journal of Technology, Innovation, and Education, vol. 4, no. 2, pp. 29–45, Jun. 2026, doi: 10.5281/zenodo.20289157.
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Benali, S. and Nasri, R. (2026) “Institutional realities and the transformative potential of AI in ESP instruction: Mohamed First University in Oujda as a case study,” The International Journal of Technology, Innovation, and Education, 4(2), pp. 29–45. Available at: https://doi.org/10.5281/zenodo.20289157.
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Benali S, Nasri R. Institutional realities and the transformative potential of AI in ESP instruction: Mohamed First University in Oujda as a case study. The International Journal of Technology, Innovation, and Education [Internet]. 2026 June 1;4(2):29–45. Available from: https://ijtie.com/wp-content/uploads/2026/05/N40208.pdf
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Benali, S., & Nasri, R. (2026). Institutional realities and the transformative potential of AI in ESP instruction: Mohamed First University in Oujda as a case study. The International Journal of Technology, Innovation, and Education, 4(2), 29–45. https://doi.org/10.5281/zenodo.20289157
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About the authors
- Sanae Benali is a PhD candidate in the Applied Language and Communication in Context Laboratory at Mohammed First University (UMP) and a teacher of English in the public sector. She holds an MA in Applied Language and Culture Studies from ESEFO and several ELT certifications (TESOL, TKT, ETII). Her research focuses on language pedagogy and educational technology. She gained experience in educational leadership at American Space Oujda, where she moderated podcasts and coordinated events. She also took part in climate education initiatives with AFCD’s Youth Green Generation Program. She presented at national and international conferences on language acquisition and educational technology and facilitated workshops in phonetics and AI-assisted language learning.
benalisanae140@gmail.com
↩︎ - Rachida Nasri is an associate professor of Business English at the National School of Commerce and Management at Mohamed 1st University in Oujda, Morocco. Her areas of interest are AI in education and business, soft skills, business communication, education for sustainable development, cultural studies, gender and media studies and translation. She has participated in many national and international conferences and has written many research papers on the field of innovative education.
rachidanasri2003@gmail.com ↩︎
