Generative artificial intelligence for enhancing the performance of pioneer schools in Morocco: a conceptual model proposal

Abstract

Generative Artificial Intelligence (GAI) is emerging as a major driver of educational transformation by supporting personalized learning, assisting teachers, and improving pedagogical practices. In Morocco, this technological evolution aligns with the educational reforms introduced through the 2015–2030 Strategic Vision, Framework Law No. 51-17, the 2022–2026 Roadmap, and the Pioneer Schools Program, all of which aim to improve learning outcomes and enhance school performance. However, existing studies mainly examine the educational uses of GAI or the initial outcomes of the Pioneer Schools Program, without explaining the pedagogical mechanisms through which GAI can contribute to school performance within the Moroccan reform context. To address this gap, this study adopts a conceptual approach based on an integrative literature review. The documentary review was conducted primarily using Google Scholar and complemented by institutional reports and relevant scientific publications addressing artificial intelligence in education, pedagogical practices, school performance, and educational reforms. Based on this synthesis, the study proposes a conceptual model in which the quality of pedagogical implementation acts as the mediating mechanism linking GAI use to the performance of Moroccan Pioneer Schools. The model argues that the contribution of GAI to school performance is indirect, operating through the strengthening of the implementation of pedagogical practices promoted by the educational reform, particularly Explicit Instruction and the Teaching at the Right Level (TaRL) approach. By integrating technological, pedagogical, and contextual dimensions into a single explanatory framework, this research extends the literature on artificial intelligence in education, provides a theoretical foundation for future empirical validation, and offers practical guidance for policymakers seeking to integrate GAI into Moroccan schools.

Classification JEL: I21; O33; O55.

Paper type: Theoretical Research