High School Physics and Chemistry Teachers’ Attitudes Toward the Prospects and Challenges of Integrating Artificial Intelligence Technologies into Subject-Specific Instruction in Morocco

Document Type : Scientific Articles

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Center for the Training of Education Inspectors, Rabat, Morocco.

Abstract

This study aims to investigate the attitudes of secondary education physics and chemistry teachers in Morocco toward the prospects and challenges of integrating artificial intelligence (AI) technologies into classroom practices, in light of the rapid educational transformations driven by the digital revolution. A comprehensive methodological approach was adopted, combining theoretical analysis and field research. The theoretical framework explored key related concepts, highlighted international practices and national initiatives, and analyzed the technical, pedagogical, psychological, and sociocultural dimensions of AI use in education.

The empirical component relied on a questionnaire administered to a random sample of 56 teachers from two regional education directorates. The collected data were analyzed using appropriate statistical tools. The results revealed a generally positive orientation among teachers toward these technologies, accompanied by a critical awareness of the practical challenges related to infrastructure, continuous training, and the psychological and social implications of digital transformation.

The study concludes with practical recommendations, notably the need to establish a national training system in AI, develop standardized digital teaching resources, and update curricula to align with digital transformation and enhance educational quality. This research represents an initial scientific contribution that opens new avenues for in-depth studies on integrating AI into the teaching of physics and chemistry within the Moroccan educational context.

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