Volume 3, 2025 – Issue 3
ChatGPT in the eyes of learners: Perceived benefits, impacts, and challenges among Moroccan secondary school students
Hamza Farhane 
1
Department of English, Faculty of Letters and Human Sciences, Dhar El Mahraz, Sidi Mohammed Ben Abdellah University, Fez, Morocco.
Corresponding author: hamzafarhane96@gmail.com
DOI: 10.5281/zenodo.17268638
Abstract
This study explores Moroccan secondary school students’ perceptions of ChatGPT, focusing on its perceived benefits, impacts, and challenges in learning across subjects including languages, science, and history. Guided by three research questions, data were collected through semi-structured interviews with 18 students from public high schools in Sidi Bennour, Morocco, and analyzed using Braun and Clarke’s thematic analysis framework. Findings reveal that students perceived ChatGPT as beneficial for providing instant and clear explanations, supporting personalized and autonomous learning, and assisting with language and writing tasks. The tool was also found to influence study behaviors by increasing motivation and improving time management, though concerns of overreliance and passive learning emerged. Students expressed reservations regarding accuracy, fear of dependency, and unequal access due to digital divides. These results suggest that while ChatGPT can enrich learning and empower student autonomy, its integration in secondary education requires careful pedagogical framing, infrastructure support, and AI literacy initiatives to address associated risks. The study contributes to the limited body of research on AI use in secondary education in the Global South and provides practical insights for educators, policymakers, and curriculum designers seeking to balance the opportunities and challenges of AI integration in classrooms.
Keywords: ChatGPT, artificial intelligence in education, secondary school students, learner perceptions, Morocco.
Published
2025/10/05
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Section
Research Papers
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Farhane, H. (2025). ChatGPT in the eyes of learners: Perceived benefits, impacts, and challenges among Moroccan secondary school students. The International Journal of Technology, Innovation, and Education, 3(3), 35–57. https://doi.org/10.5281/zenodo.17268638
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Farhane, Hamza. 2025. “ChatGPT in the Eyes of Learners: Perceived Benefits, Impacts, and Challenges among Moroccan Secondary School Students.” The International Journal of Technology, Innovation, and Education 3 (3): 35–57. https://doi.org/10.5281/zenodo.17268638.
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Farhane, Hamza. “ChatGPT in the Eyes of Learners: Perceived Benefits, Impacts, and Challenges among Moroccan Secondary School Students.” The International Journal of Technology, Innovation, and Education, vol. 3, no. 3, Oct. 2025, pp. 35–57, https://doi.org/10.5281/zenodo.17268638.
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[1]
H. Farhane, “ChatGPT in the eyes of learners: Perceived benefits, impacts, and challenges among Moroccan secondary school students,” The International Journal of Technology, Innovation, and Education, vol. 3, no. 3, pp. 35–57, Oct. 2025, doi: 10.5281/zenodo.17268638.
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Farhane, H. (2025) “ChatGPT in the eyes of learners: Perceived benefits, impacts, and challenges among Moroccan secondary school students,” The International Journal of Technology, Innovation, and Education, 3(3), pp. 35–57. Available at: https://doi.org/10.5281/zenodo.17268638.
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Farhane H. ChatGPT in the eyes of learners: Perceived benefits, impacts, and challenges among Moroccan secondary school students. The International Journal of Technology, Innovation, and Education [Internet]. 2025 Oct 5;3(3):35–57. Available from: https://ijtie.com/wp-content/uploads/2025/10/N30345.pdf
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Farhane, H. (2025). ChatGPT in the eyes of learners: Perceived benefits, impacts, and challenges among Moroccan secondary school students. The International Journal of Technology, Innovation, and Education, 3(3), 35–57. https://doi.org/10.5281/zenodo.17268638
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About the authors
- Hamza Farhane is a doctoral candidate at the Faculty of Letters and Human Sciences, Dhar Elmahraz, Sidi Mohammed Ben Abdellah University, Fez, Morocco. His research primarily focuses on English language teaching (ELT) and the integration of artificial intelligence (AI) in education. In addition to his academic research, he is also a high school teacher at Imam El Ghazali High School in Sidi Bennour, Morocco.
hamzafarhane96@gmail.com
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