Writing in the Age of Artificial Intelligence: The Case of IFTEC Master's Students at the Faculty of Letters and Human Sciences of Oujda

Abstract

Artificial intelligence (AI) increasingly influences education by personalizing content and optimizing learning, especially in online platforms. While AI is praised as a pedagogical innovation, critics argue that it may limit students’ autonomy and independent skills development.
This study surveyed 34 Master’s students in the IFTEC program at the Faculty of Letters and Humanities, Oujda, Morocco, and analyzed their work. Results indicate a moderate link between AI tool use and challenges in independent writing, although students did not feel less competent.
Qualitative analysis showed AI tools like content generators and grammar checkers did not affect originality. The findings highlight the importance of balanced AI integration, encouraging responsible use while fostering autonomous writing skills. Teacher training in ethical AI practices is essential to maintain educational quality and prevent overdependence.