Artificial Intelligence in university education: trends in scientific research and exploratory survey in Moroccan universities

Abstract

AI is currently a highly controversial topic in higher education, both from a pedagogical and ethical perspective. AI has transformed traditional learning models by influencing pedagogical and scientific innovation practices, particularly through the emergence of automated learning platforms. However, the integration of Artificial Intelligence into university education systems raises major challenges for both students and teachers. It questions the nature of modern academic support and its role in academic and professional careers.

This article explores these dynamics through a bibliometric analysis of scientific publications on the integration of AI into university education, as well as an exploratory survey of Moroccan universities.

The bibliometric analysis is based on a corpus of 662 scientific articles from the Scopus and Web of Science databases, selected according to the PRISMA methodology. It uses the R software tool Biblioshiny to identify the main research trends, leading authors, key concepts, co-occurrence networks, and thematic clusters related to the use of AI in higher education. In addition, a questionnaire survey was conducted among 51 participants, including 9 professors and 42 students and PhD students from Moroccan universities. The survey data were analysed using descriptive statistics, providing insight into the practices, uses and perceptions associated with the integration of AI into higher education programs.

The results contribute to a better understanding of the pedagogical, organizational, and ethical issues associated with the integration of AI into higher education. They provide decision-making support for academic and institutional stakeholders, promoting the gradual, contextualized, and responsible integration of AI into Moroccan universities.

JEL code: A21

Paper type: Empirical Research