Volume 4, 2026 – Issue 2
Students’ Perceptions of ChatGPT as a Catalyst for Language Learning in Moroccan Higher Education
Fouad Elhabchi 
1 *, Mohammed Zeriouh 2, and Houda Louatouate 3
Department of Education Sciences and Technologies of Teaching, The Higher School of Teachers (ENS), Moulay Ismail University, Meknes, Morocco
* Corresponding author: fo.elhabchi@edu.umi.ac.ma
DOI: 10.5281/zenodo.20290982
Abstract
The emergence of ChatGPT as a unique AI tool revolutionized the educational landscape and gave it a notorious position in Moroccan education. However, scientific studies on the role of ChatGPT in higher education and its perceptions are limited, and more research is needed in the Moroccan context. Hence, the primary purpose of this quantitative study is to investigate the students’ perceptions of ChatGPT employment in their learning process and the benefits it offers them on their academic journey. Using a quantitative research design, data were collected through a questionnaire as a research instrument. The study sample, which consisted of 40 English master students from Moulay Ismail University in Meknes, Morocco, was non-randomly selected using a convenient sampling method. The data were collected through Google Forms and analyzed statistically using SPSS version 27. The results show that students hold favorable perceptions regarding ChatGPT, viewing it as an engaging and valuable learning tool. They find it useful for improving writing and for understanding complex academic topics. Therefore, it is highly recommended that educators and institutions should encourage the implementation of ChatGPT in the educational field and devise new ways to handle the increasing demands on AI applications.
Keywords: artificial intelligence, ChatGPT, higher education, students’ perceptions, learning journey
Published
2026/06/01
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Section
Research Papers
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Elhabchi, F., Zeriouh, M., & Louatouate, H. (2026). Students’ perceptions of ChatGPT as a catalyst for language learning in Moroccan higher education. The International Journal of Technology, Innovation, and Education, 4(2), 133–149. https://doi.org/10.5281/zenodo.20290982
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Elhabchi, Fouad, Mohammed Zeriouh, and Houda Louatouate. 2026. “Students’ Perceptions of ChatGPT as a Catalyst for Language Learning in Moroccan Higher Education.” The International Journal of Technology, Innovation, and Education 4 (2): 133–49. https://doi.org/10.5281/zenodo.20290982.
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Elhabchi, Fouad, et al. “Students’ Perceptions of ChatGPT as a Catalyst for Language Learning in Moroccan Higher Education.” The International Journal of Technology, Innovation, and Education, vol. 4, no. 2, June 2026, pp. 133–49, https://doi.org/10.5281/zenodo.20290982.
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[1]
F. Elhabchi, M. Zeriouh, and H. Louatouate, “Students’ perceptions of ChatGPT as a catalyst for language learning in Moroccan higher education,” The International Journal of Technology, Innovation, and Education, vol. 4, no. 2, pp. 133–149, Jun. 2026, doi: 10.5281/zenodo.20290982.
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Elhabchi, F., Zeriouh, M. and Louatouate, H. (2026) “Students’ perceptions of ChatGPT as a catalyst for language learning in Moroccan higher education,” The International Journal of Technology, Innovation, and Education, 4(2), pp. 133–149. Available at: https://doi.org/10.5281/zenodo.20290982.
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Elhabchi F, Zeriouh M, Louatouate H. Students’ perceptions of ChatGPT as a catalyst for language learning in Moroccan higher education. The International Journal of Technology, Innovation, and Education [Internet]. 2026 June 1;4(2):133–49. Available from: https://ijtie.com/wp-content/uploads/2026/05/N40221.pdf
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Elhabchi, F., Zeriouh, M., & Louatouate, H. (2026). Students’ perceptions of ChatGPT as a catalyst for language learning in Moroccan higher education. The International Journal of Technology, Innovation, and Education, 4(2), 133–149. https://doi.org/10.5281/zenodo.20290982
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About the authors
- Fouad Elhabchi is a third-year doctoral student at ENS, Moulay Ismail University. He graduated from Moulay Ismail University in 2006 with a bachelor’s degree, after obtaining a modern baccalaureate in arts and humanities from the Academy of Meknes in 2002. In 2009, he earned a diploma in data processing and maintenance. He has been teaching English for more than 14 years. Throughout his career, he has attended numerous teacher training programs, educational conferences, and seminars related to English language education. In 2023, he obtained a master’s degree in applied language studies. He also holds certificates in media, guidance, translation, and educational administration. His research interests include applied linguistics, digital learning, intercultural communicative competence, foreign language teaching, and professional development.
fo.elhabchi@edu.umi.ac.ma
↩︎ - Mohammed Zeriouh is an Associate Professor at the Higher School of Teachers (ENS), Moulay Ismail University, Morocco, specializing in English Language Teaching and Digital Technology.
m.zeriouh@umi.ac.ma
↩︎ - Houda Louatouate is a third-year PhD student at the Higher School of Teachers (ENS), Moulay Ismail University, Morocco.
h.louatouate@edu.umi.ac.ma
↩︎
