From ICT to AI: Transforming TEFL in Morocco

Abstract

This article examines the transformative potential of Artificial Intelligence (AI) in Morocco’s Teaching English as a Foreign Language (TEFL) context, arguing for its strategic integration to address systemic educational challenges. While AI tools offer personalized learning, teacher support, and enhanced accessibility, their implementation faces significant hurdles including infrastructure gaps, cultural misalignment, and ethical concerns. The analysis critiques Morocco’s current ICT-based approach and proposes a balanced framework for AI adoption that prioritizes teacher agency, localized solutions, and equitable access. The discussion contributes to broader debates about technology integration in Global education systems, advocating for context-sensitive policies that harness AI’s benefits while mitigating its risks in Moroccan language classrooms.