The impact of AI on students’ achievement, confidence, and critical thinking in education in Morocco

Abstract

In recent years, artificial intelligence (AI) has seen a significant growth in its integration with the field of Education. This has started many concerns about the effect it has on the process of learning, academic integrity and skill development. This paper examines the effects of AI use within the context of higher education institutions, as it investigates Moroccan postgraduate students’ perceptions on their academic achievements. The targeted sample consisted of 15 postgraduate students enrolled in the English departments of two public universities. This research follows a qualitative approach, as it aims to capture the students’ experience of AI use in their academic life. The findings highlight potential risks of heavy reliance on AI, which include a diminished confidence in the students’ performance, reduced engagement in independent learning and more. However, AI also presents many opportunities for enhancing the process of learning and education when used as a complementary tool instead of replacing the whole cognitive process. This study puts an emphasis on the need for a balanced AI integration while focusing on the development of the students’ cognitive skills in the process. This study contributes to the persisting debate regarding the implementation of AI tools in education and examines how they can be used ethically without diminishing students’ efforts or undermining their original contributions.