Volume 4, 2026 – Issue 2
The Paradox of AI Integration in Moroccan Higher Education: A Qualitative Study of Educators’ Attitudes and Perceptions
Mounia Ghalmat 
1
Language & Society Laboratory, ENCG, Ibn Tofail University, Kenitra, Morocco
* Corresponding author: mounia.ghalmat@uit.ac.ma
DOI: 10.5281/zenodo.20575774
Abstract
In the rapidly evolving area of digital transformation and technological advancement, Artificial Intelligence (AI) has emerged as a significant force shaping global higher education. The growing integration of these tools into higher education has fundamentally changed how students engage with language learning and communicative development. Moving beyond rote memorization and traditional textbooks, contemporary learners now interact with sophisticated applications that simulate real-life conversations and diverse cultural contexts. These platforms provide personalized learning experiences, enabling learners to progress at an individual pace while receiving instantaneous feedback, a shift that fosters a deeper understanding of language nuances. To investigate these dynamics, this study explores university professors’ perceptions of AI integration and its subsequent impact on language learning outcomes. A qualitative approach was adopted, using semi-structured interviews administered to 16 university professors to determine whether AI genuinely enhances students’ language development or merely facilitates cognitive offloading, in which learners rely on technology to perform tasks that would otherwise require active cognitive engagement. The research indicates that AI tools are widely used to support grammar correction, vocabulary expansion, pronunciation practice, and writing enhancement. However, data highlights significant concerns about overreliance on AI, reduced critical thinking, and the erosion of depth in language learning. Furthermore, institutional infrastructure, policy orientation, and faculty preparedness emerge as essential barriers to effective integration of AI in teaching. The study concludes that successful AI adoption in Higher education requires more than technological availability; it demands comprehensive digital literacy programs, transparent ethical guidelines, and pedagogical frameworks that prioritize the meaningful human-centered integration of AI tools.
Keywords: artificial intelligence, Moroccan higher education, professors’ perception, English language learning
Published
2026/06/07
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Section
Research Papers
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About the authors
- Dr. Mounia Ghalmat is an Assistant Professor of Business English at the National School of Business and Management (ENCG), Ibn Tofail University in Kenitra, Morocco. With over two decades of educational experience, she previously spent 18 years teaching English for the Moroccan Ministry of National Education and has served as a Visiting Lecturer in English for Specific Purposes (ESP) at the Higher School of Technology (EST) in Fes since 2014. She holds a Master’s degree in Multilingual Specialized Translation and earned her PhD from Sidi Mohamed Ben Abdellah University, where her research focused on the integration of Web 2.0 technologies in online banking communication systems. An active academic, Dr. Ghalmat has published multiple research articles exploring the intersection of digital technology, pedagogy, and professional communication.
mounia.ghalmat@uit.ac.ma ↩︎
