A Critical Examination of AI Integration in Moroccan Education for Inclusion: Historical Perspectives, Stakeholders, and Policy Outcomes

The integration of Artificial Intelligence (AI) in Moroccan secondary education has been promoted as a key strategy to enhance educational inclusion, particularly through educational policies. This study offers a critical analysis of the historical evolution of this policy, tracing its roots to broader global trends and Morocco's own educational reforms aimed at equity and modernization. By situating the current AI initiatives within the larger context of Morocco’s digital transformation in education, we highlight the complex interplay between technological optimism and systemic challenges in fostering true inclusion.

The research draws on a multi-stakeholder approach, involving policymakers, educators, students, and technology providers, to uncover differing perspectives on the potential and limitations of AI. Key issues examined include disparities in access to AI-driven platforms, digital literacy gaps, and the role of AI in perpetuating existing inequalities rather than addressing them. Additionally, we assess the impact of these policies on historically marginalized groups, particularly rural students, girls, and students with disabilities, questioning whether AI truly delivers on its promise of inclusive education.

The findings suggest that while AI offers new opportunities for educational engagement, its effectiveness in promoting inclusion remains contingent on addressing deeper structural inequalities. The study concludes with policy recommendations aimed at ensuring that AI’s integration is not only technologically sound but also socially just, contributing to a more equitable education system in Morocco.