Volume 3, 2025 – Issue 1
A Critical Evaluation of the Use of Artificial Intelligence in Learning
Moundir Al Amrani 
1
Department of Management, Languages, and Communication, Institut National des Postes et Télécommunications, Rabat, Morocco.
DOI: 10.5281/zenodo.14949974
Abstract
The growing prominence of Artificial Intelligence (AI) presents an opportunity to revolutionise learning by tailoring instruction according to individual student needs. Proponents of AI predict its potential to enhance student engagement, address learning gaps, and optimise academic performance. AI can identify strengths and weaknesses and recommend remedial paths and activities to cater to diverse learning styles, paces, and needs through the analysis of student data. Nevertheless, relying on AI in teaching and learning requires a critical examination of the possible benefits and drawbacks of making learning increasingly dependent on AI systems and solutions. Thus, this study critically evaluates the role of AI in personalised learning, highlighting its benefits and challenges in the context of higher education. While AI enhances engagement and learning outcomes, ethical and practical concerns, including algorithmic bias, are also discussed.
Keywords: artificial intelligence, large language models (LLMs), personalised learning, education.
Published
2025/02/28
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Section
Research Papers
How to Cite (APA)
Al Amrani, M. (2025). A critical evaluation of the use of artificial intelligence in learning. The International Journal of Technology, Innovation, and Education, 3(1), 55-74. https://ijtie.com/v301/n37
Al Amrani, M. (2025). A critical evaluation of the use of artificial intelligence in learning. The International Journal of Technology, Innovation, and Education, 3(1), 55-74. https://ijtie.com/v301/n37
Boumahdi, A., et al. “Pedagogical Interactions and University E-Learning Systems: Case of Moodle and Google Classroom Platforms.” The International Journal of Technology, Innovation, and Education, vol. 3, no. 1, 2025, pp. 7-32.
A. Boumahdi, Z. Lamouara, and S. Azaoui, “Pedagogical interactions and university e-learning systems: Case of Moodle and Google Classroom platforms,” The International Journal of Technology, Innovation, and Education, vol. 3, no. 1, pp. 7-32, 2025.
Boumahdi, A., Lamouara, Z. and Azaoui, S., 2025. ‘Pedagogical interactions and university e-learning systems: Case of Moodle and Google Classroom platforms’, The International Journal of Technology, Innovation, and Education, vol. 3, no. 1, pp. 7-32.
Boumahdi A, Lamouara Z, Azaoui S. Pedagogical interactions and university e-learning systems: case of Moodle and Google Classroom platforms. The International Journal of Technology, Innovation, and Education. 2025;3(1):7–32. doi:10.1003/zenodo.3434.
Boumahdi, A., Lamouara, Z., & Azaoui, S. (2025). Pedagogical interactions and university e-learning systems: Case of Moodle and Google Classroom platforms. The International Journal of Technology, Innovation, and Education, 3(1), 7-32. https://ijtie.com/v301/n11
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About the authors
- Moundir Al Amrani, a professor at INPT (Institut National des Postes et Télécommunications) in Rabat, Morocco. He teaches General English, English for Specific Purposes (ESP), and English for Academic Purposes (EAP) to future engineers and researchers in the fields of ICT and Telecommunications. He holds a Doctorate from Sidi Mohamed Ben Abdellah University in Fez. His research interests include teaching and learning technologies, ESP and EAP instruction, and higher education pedagogy.
alamrani@inpt.ac.ma
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