Teachers' training in the age of AI: Moral, social and educational dimensions in using artificial intelligence in training in the Moroccan context

Abstract

Digital transformation, accelerated by COVID-19 and AI, is reshaping education in Morocco. As AI increasingly influences teaching and learning, it offers real opportunities for personalized training but also raises fundamental questions about how human learning is changing.

Using a qualitative documentary approach, this article reviews Moroccan policy documents and academic literature on AI in education. It fills a gap in research that while AI-in-education studies are advanced in Western and Asian contexts, the ethical, social, and pedagogical implications specific to Morocco and North Africa remain understudied. The core question of this paper is how to integrate AI into Moroccan teacher training while preserving ethical standards, effectiveness, equity, and educational quality.

Nonetheless, the central concern is protecting essential human qualities creativity, ethical reasoning, and critical thinking as AI reshapes evaluation, equity, and learner autonomy. The issue goes beyond fears of job displacement to defining clear ethical limits for AI in educational decision-making.

The review finds that although Morocco's digital infrastructure is well positioned, the ethical and pedagogical dimensions of AI in teacher training are still underdeveloped in policy. A coordinated, multi-stakeholder framework balancing ethical oversight, equitable access, and pedagogical support is needed to align AI innovation with educational quality.

Classification JEL: A23, O33, I23, I26

Paper type: Theoretical Research