Abhatoo - Centre Nationale de Documentation

Artificial Intelligence (AI) has made a major impact in the realm of education by leveraging machine learning algorithms, natural language processing and other AI tools to enhance learning experiences and improve educational outcomes. However, the effective implementation of AI tools in education is related to the attitudes of teachers as they play a fundamental role in the teaching and learning process. This study aims at exploring teachers’ perspectives on AI-based tools in their teaching experiences, aiming to equip them with the necessary skills to integrate this new technology in their teaching practices as part of their professional development. A quantitative study was conducted, and data was collected from a questionnaire distributed to 237 public school teachers in Morocco, precisely in the region of Fez-Meknes, based on snowball method. The instrument was tested for reliability and was confirmed to meet the necessary standards. Notably, the analysis of the survey responses indicates that despite having limited AI knowledge, teachers have a positive attitude towards AI tools in their teaching approaches. Furthermore, the research underscores a direct correlation between teachers’ AI proficiency and key demographic variables like gender, age, teaching years and academic level. Also, the findings revealed a strong correlation between teachers’ perception and their academic level, yet no notable link was found between perception and variables like Gender, Age, or working years.