The International Journal of Technology, Innovation, and Education

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Volume 4, 2026 – Issue 3

Generative AI Acceptance among Moroccan Secondary School Students: A Technology Acceptance Model Approach

Youness Karouach 1*, Abderrahim Rharib 2, and Amina Azmi 3

ENCG, Hassan 2 University, Casablanca, Morocco

* Corresponding author: youness.karouach@gmail.com

DOI: 10.5281/zenodo.23584148

Abstract

Generative artificial intelligence (GenAI) is increasingly integrated into students’ learning, but evidence regarding its acceptance among secondary-school learners remains limited, particularly in North Africa. This study examined factors influencing Moroccan students’ intention to use GenAI through the core Technology Acceptance Model and exploratory open-ended questions. An Arabic online questionnaire was completed by 234 students attending urban secondary schools in Salé, Morocco, during April and May 2026. The model included perceived ease of use, perceived usefulness, attitude, and behavioral intention and was analyzed using partial least squares structural equation modeling. Reliability and convergent validity were satisfactory. All hypothesized relationships were significant. Perceived ease of use predicted perceived usefulness (β=.479) and attitude (β=.169); perceived usefulness predicted attitude (β=.597) and behavioral intention (β=.207); and attitude predicted behavioral intention (β=.449). The model explained 37.0% of the variance in behavioral intention. Open-ended responses highlighted explanation, idea generation, and time saving as benefits, alongside concerns about overdependence and inaccurate information. Perceived usefulness emerged as the main driver of favorable attitudes, which subsequently supported usage intention. Schools should combine purposeful integration with verification practices, ethical guidance, and age-appropriate artificial intelligence literacy.

Keywords: GenAI, technology acceptance model, secondary education, PLS-SEM, behavioral intention, Morocco 

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2026/10/31

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Research Papers

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Karouach, Y., Rharib, A., & Azmi, A. (2026). Generative AI acceptance among Moroccan secondary school students: A technology acceptance model approach. The International Journal of Technology, Innovation, and Education, 4(3), 158–178. https://doi.org/10.5281/zenodo.23584148

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Karouach, Youness, Abderrahim Rharib, and Amina Azmi. 2026. “Generative AI Acceptance among Moroccan Secondary School Students: A Technology Acceptance Model Approach.” The International Journal of Technology, Innovation, and Education 4 (3): 158–78. https://doi.org/10.5281/zenodo.23584148.

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Karouach, Youness, et al. “Generative AI Acceptance among Moroccan Secondary School Students: A Technology Acceptance Model Approach.” The International Journal of Technology, Innovation, and Education, vol. 4, no. 3, Oct. 2026, pp. 158–78, https://doi.org/10.5281/zenodo.23584148.

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Y. Karouach, A. Rharib, and A. Azmi, “Generative AI acceptance among Moroccan secondary school students: A technology acceptance model approach,” The International Journal of Technology, Innovation, and Education, vol. 4, no. 3, pp. 158–178, Oct. 2026, doi: 10.5281/zenodo.23584148.

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Karouach, Y., Rharib, A. and Azmi, A. (2026) “Generative AI acceptance among Moroccan secondary school students: A technology acceptance model approach,” The International Journal of Technology, Innovation, and Education, 4(3), pp. 158–178. Available at: https://doi.org/10.5281/zenodo.23584148.

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Karouach Y, Rharib A, Azmi A. Generative AI acceptance among Moroccan secondary school students: A technology acceptance model approach. The International Journal of Technology, Innovation, and Education [Internet]. 2026 Oct 31;4(3):158–78. Available from: https://ijtie.com/wp-content/uploads/2026/10/N40349.pdf

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Karouach, Y., Rharib, A., & Azmi, A. (2026). Generative AI acceptance among Moroccan secondary school students: A technology acceptance model approach. The International Journal of Technology, Innovation, and Education, 4(3), 158–178. https://doi.org/10.5281/zenodo.23584148

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About the authors
  1. Youness Karouach is a doctoral researcher at the National School of Business and management, Hassan II University of Casablanca, Morocco. He is also a secondary-school physical education teacher. His research interests include sport management, physical education and related fields.
    youness.karouach@gmail.com
    ↩︎
  2. Abderrahim Rharib is a professor and researcher the National School of Business and management, Hassan II University of Casablanca, Morocco. His research interests include sport governance, sport management, economics and many related fields. He is an expert and he supervises doctoral research and contributes to academic research and scientific publication in these fields.
    ↩︎
  3. Amina Azmi is a PhD holder in Management Sciences, specializing in Sports Management. She is a Professor and University Researcher at the National School of Business and management, Hassan II University of Casablanca, Morocco. Her research focuses on Sports Management, with particular interests in managerial, organizational, and strategic issues within the sports sector. Her academic activities encompass teaching, scientific research, and the development of knowledge in the field of sports management.
    ↩︎
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