Volume 4, 2026 – Issue 2
The AI Promise in Moroccan Public Schools: ELT Teachers Between Innovation and Constraint
Hajar Talouizet 
1 * and Mohammed Moubtassime 2
CREDIF laboratory, Faculty of Letters and Human Sciences, Dhar El Mahraz, Sidi Mohamed Ben Abdellah University, Fes, Morocco
* Corresponding author: hajar.talouizet@usmba.ac.ma
DOI: 10.5281/zenodo.21727949
Abstract
Artificial Intelligence (AI) is rapidly reshaping English Language Teaching (ELT) worldwide, prompting increasing attention to its integration within Moroccan public secondary education. Guided by Rogers’ Diffusion of Innovations Theory (2003), this study examines public high school teachers’ readiness for AI integration by exploring their adoption practices, perceptions, and the institutional barriers they encounter. A mixed-methods questionnaire, including both closed- and open-ended items, was administered to 97 public sector EFL teachers. Quantitative findings indicate a high level of grassroots engagement, with a large majority of respondents reporting active use of AI tools in their professional practice. In addition, most consider school-wide integration of AI to be feasible under current educational conditions. However, a Chi-square test of independence revealed a statistically significant association, suggesting a notable gap between usage and perceived effectiveness. While many teachers adopt AI in their preparatory routines, 54.6% report that it does not effectively address existing classroom challenges. Qualitative findings, interpreted through Rogers’ framework, point to structural constraints that limit full integration. These include infrastructural limitations, techno-pedagogical challenges, and concerns about pedagogical effectiveness. Participants also expressed concerns regarding students’ overreliance on AI, which they perceive as potentially undermining independent learning. The study concludes that although Moroccan EFL teachers demonstrate strong digital readiness and willingness to innovate, AI integration remains constrained by systemic and institutional limitations. Effective implementation requires strengthening infrastructure, providing localized pedagogical support, and aligning policy with classroom realities.
Keywords: ELT, artificial intelligence, Moroccan public schools, barriers, teacher perceptions
Published
2026/06/30
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Section
Research Papers
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Talouizet, H., & Moubtassime, M. (2026). The AI promise in Moroccan public schools: ELT teachers between innovation and constraint. The International Journal of Technology, Innovation, and Education, 4(2), 408–423. https://doi.org/10.5281/zenodo.21727949
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Talouizet, Hajar, and Mohammed Moubtassime. 2026. “The AI Promise in Moroccan Public Schools: ELT Teachers between Innovation and Constraint.” The International Journal of Technology, Innovation, and Education 4 (2): 408–23. https://doi.org/10.5281/zenodo.21727949.
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Talouizet, Hajar, and Mohammed Moubtassime. “The AI Promise in Moroccan Public Schools: ELT Teachers between Innovation and Constraint.” The International Journal of Technology, Innovation, and Education, vol. 4, no. 2, July 2026, pp. 408–23, https://doi.org/10.5281/zenodo.21727949.
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H. Talouizet and M. Moubtassime, “The AI promise in Moroccan public schools: ELT teachers between innovation and constraint,” The International Journal of Technology, Innovation, and Education, vol. 4, no. 2, pp. 408–423, Jul. 2026, doi: 10.5281/zenodo.21727949.
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Talouizet, H. and Moubtassime, M. (2026) “The AI promise in Moroccan public schools: ELT teachers between innovation and constraint,” The International Journal of Technology, Innovation, and Education, 4(2), pp. 408–423. Available at: https://doi.org/10.5281/zenodo.21727949.
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Talouizet H, Moubtassime M. The AI promise in Moroccan public schools: ELT teachers between innovation and constraint. The International Journal of Technology, Innovation, and Education [Internet]. 2026 July 30;4(2):408–23. Available from: https://ijtie.com/wp-content/uploads/2026/07/N40266.pdf
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Talouizet, H., & Moubtassime, M. (2026). The AI promise in Moroccan public schools: ELT teachers between innovation and constraint. The International Journal of Technology, Innovation, and Education, 4(2), 408–423. https://doi.org/10.5281/zenodo.21727949
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About the authors
- Hajar Talouizet is a PhD student. Laboratoire : Cultures, Représentations, Education, Didactique et Ingénierie de Formation – CREDIF FLDM Fès.
hajar.talouizet@usmba.ac.ma
↩︎ - Mohammed Moubtassime is the Dean of the Faculty of Letters and Human Sciences at FLDM Fez, Morocco.
↩︎
