Preservice Moroccan Language Teachers' Perspectives on Integrating Generative Artificial Intelligence into their Teaching


  • Mourad BENALI Regional Center for Education & Training Professions, Oujda, Morocco
  • Mohamed BOUKARE CEDUC Lab, Mohammed I University, Faculty of Letters & Human Sciences, Oujda, Morocco


Mots-clés :

ChatGPT, Preservice Moroccan language teachers, Intention, learning


The end of 2022 marked the introduction of OpenAI's ChatGPT (Chat Generative Pre-trained Transformer) application, an emerging
artificial intelligence (AI) technology that utilizes extensive language models to generate responses and engage with users. This research delves into the swiftly evolving role of AI in education and its potential impact on teaching and learning by examining the
perspectives of Moroccan preservice teachers regarding the integration of ChatGPT into teaching practices. The study employs the Unified Theory of Acceptance and Use of Technology (UTAUT) as a framework to explore the key factors influencing the incorporation of ChatGPT into teaching. Using an adapted UTAUT survey instrument and conducting semi-structured interviews with 80 Moroccan
preservice language teachers, the research sheds light on their perceptions. The findings indicate that our respondents generally hold
a positive view of ChatGPT's utility, with determinants such as perceived usefulness and social influence playing crucial roles in their
decision to adopt ChatGPT. Interestingly, Facilitating Conditions did not exhibit any significant effect. Notably, 50% of preservice teachers express their intention to recommend ChatGPT as a learning tool to their students.




Comment citer

BENALI, M., & BOUKARE, M. (2024). Preservice Moroccan Language Teachers’ Perspectives on Integrating Generative Artificial Intelligence into their Teaching. Innovation, Technologies, Education Et Communication, (7).