2026· International journal of research and innovation in social science· Vol 10, pp. 19338-19350· 0 citations
TL;DR
This qualitative study explores how Moroccan pre-service EFL teachers at two teacher education institutions, ENS Rabat and ESEF Kénitra, perceive the impact of AI tools such as ChatGPT, Gemini, Grammarly, and others on their pedagogical decision-making and professional autonomy.
Abstract
The rapid integration of Artificial Intelligence (AI) into educational settings has generated significant scholarly debate about its implications for teacher professionalism. This qualitative study explores how Moroccan pre-service EFL teachers at two teacher education institutions, ENS Rabat and ESEF Kénitra, perceive the impact of AI tools such as ChatGPT, Gemini, Grammarly, and others on their pedagogical decision-making and professional autonomy. Drawing on Priestley et al.’s (2015) ecological model of teacher agency and Braun and Clarke’s (2006) thematic analysis framework, data were collected from 42 purposively sampled participants, drawn from the wider target population of pre-service EFL teachers engaged in practicum-based training at Moroccan teacher education institutions (CRMEF, ENS, and ESEF centers), through an open-ended qualitative survey. Four major themes emerged from the analysis: (a) AI as a pedagogical co-pilot, (b) convenience versus critical engagement, (c) negotiated teacher agency, and (d) emerging professional identities in the AI era. The findings indicate that while AI enhances instructional efficiency and builds confidence among novice teachers, uncritical reliance on AI-generated content risks limiting opportunities for independent pedagogical reasoning and reflective practice. Crucially, participants did not perceive AI as eliminating teacher agency; rather, they described agency as continuously negotiated through technology-mediated interactions. The study advances a conceptual distinction between “teaching with AI”, whereby teachers employ AI as a supportive resource while retaining professional judgment, and “teaching through AI,” whereby instructional decisions are progressively delegated to algorithmic systems. Implications for AI literacy development and critical pedagogy within Moroccan teacher education programs are discussed. The article concludes by discussing implications for AI literacy development and critical pedagogy within Moroccan teacher education, and offers recommendations for teacher education curricula, institutional policy, and future research on AI-mediated professional development.
Qualitative evidence from the Moroccan EFL context reveals that participants generally perceive AI as a complementary pedagogical tool that enhances lesson planning, instructional material development, learner autonomy, creativity, and teaching efficiency rather than replacing teachers.
Jaouhara ELmzandi· International Journal of Lin...· 0 citations
The rapid integration of artificial intelligence (AI) into educational settings presents a profound challenge for teacher education. This study examines how pioneering teacher educators in Israeli colleges of education perceive their role in training student teachers for AI-integrated teaching. Using a qualitative, interpretive phenomenological approach, semi-structured interviews were conducted with 13 participants—seven pedagogical advisors and six lecturers—from seven teacher training institutions representing diverse educational streams. Data were analyzed using a hybrid approach combining human thematic analysis and AI-assisted dialogic analysis. Findings revealed that participants perceived themselves as agents of change responsible for modeling critical AI use, while raising epistemic concerns regarding cognitive atrophy and the erosion of expertise. A crisis of trust triggered by students’ uncritical submission of AI-generated outputs prompted a shift toward process-based and in-class assessment. Pre-service teachers used AI for differentiated lesson planning, visual aids, and simulations, with experiences ranging from heightened self-efficacy to frustration. Persistent challenges included rapid technological change, the absence of institutional policy, ethical and privacy concerns, cultural factors, and economic barriers. Drawing on post-digital theory and AI literacy frameworks, this study argues that effective preparation for the AI era requires a fundamental reimagining of teacher education—one that redefines literacy, pedagogy, and human agency.
Olzan Goldstein, Nareman Marae-Haj, Wafa Zidan· AI in Education· 0 citations
It is concluded that initial teacher education must shift the focus from the tool to the pedagogical problem, preparing teachers as learning sequence designers who create, adapt, and critically evaluate AI-powered resources.
Roxana Rebolledo-Font de la Vall, Mercé Gisbert-Cervera· 0 citations
Artificial Intelligence (AI) is rapidly transforming educational practices and challenging conventional understandings of teaching, learning and teacher professionalism. The emergence of generative AI, intelligent tutoring systems, adaptive learning platforms and AI-supported assessment has created new possibilities for improving educational efficiency, personalisation and accessibility, while simultaneously raising concerns related to accuracy, bias, privacy, academic integrity, professional autonomy and human agency. Against this backdrop, the present study explores how teacher education can be reimagined for an AI-intensive educational environment through a human-centred pedagogical perspective. The study adopts a qualitative, review-based approach, drawing upon scholarly literature, systematic reviews, international frameworks and Indian educational policy documents. The findings indicate that teacher education in the AI era requires a broader conception of teacher competence encompassing AI literacy, pedagogical integration, ethical and critical judgement, human–AI collaboration and continuous professional learning. The study further identifies the need to integrate AI across teacher education curricula rather than treating it as an isolated technological component. Based on the synthesis of the reviewed literature, a Human-Centred AI-Integrated Teacher Education Framework is proposed, comprising six interconnected dimensions: human purpose, AI literacy, AI pedagogical integration, ethical governance, professional agency and continuous professional learning. The study argues that AI should augment rather than replace teachers' professional judgement, creativity, relational capacities and ethical responsibility. Reimagining teacher education through this framework can support the development of reflective, technologically capable, ethically responsible and human-centred teachers prepared to navigate the evolving educational landscape.
Prasamita Mohanty, Dr. Pranay Pandey· EPRA international journal o...· 0 citations
By leveraging the power of Artificial Intelligence (AI) in education, the new AI tools are making its participation in improving the quality of educational practices limitless. Even though the amount of research conducted on teachers’ perceptions from an international perspective is significant, little attention is paid to research on EFL teachers’ perceptions and integration of AI tools in the field of English language teaching from a Moroccan perspective. In this regard, the purpose of this study is to investigate Moroccan EFL teachers’ perceptions and insights into how the new AI tools and platforms can be used for enhancing both their instructional and pedagogical language teaching practices. By adopting a qualitative case study design, the study examined Moroccan EFL teachers’ perceptions and gained insights into how AI tools are manipulated by teachers in Moroccan EFL language classrooms. By conducting a GoTo webinar on AI integration in English language teaching focusing on Midelt directorate as a case study, 22 Moroccan EFL teachers participated and 12 were selected based not only on voluntary participation but also on having ≥3 years’ teaching experience as well as acquaintance with AI in general. The researcher gathered data through conducting semi-structured interviews and focus groups. The data were analysed using inductive thematic analysis. With the help of NVivo 12, the researcher was able to successfully establish member checking and achieve 81% inter-coder agreement. The findings showed that Moroccan EFL teachers hold positive perceptions on integrating AI tools in language teaching. The data analysis also revealed that AI tools offer promising opportunities for promoting Moroccan EFL teachers’ pedagogical teaching practices in terms of creating personalized learning environment, generating lesson plans, creating content as well as enriching their teaching resources. To sum up, the findings undoubtedly contribute to the broader body of literature on understanding how AI can improve language teaching and learning, while also addressing challenges related to teachers’ AI literacy and continuous professional development regarding AI integration in ELT from a Moroccan educational perspective.
M. Idrissi, Mohammed El Kandoussi· International journal of res...· 0 citations
The rapid advancement of artificial intelligence (AI) in education has identified the need to understand how future educators perceive and engage with these technologies. This study investigates the AI self-efficacy of English as a Foreign Language (EFL) student teachers across three distinct educational contexts: Japan, Poland, and Slovakia. Recognising the crucial role of self-efficacy in technology adoption, this research aims to compare how pre-service teachers in these countries perceive their capabilities in utilising AI tools for language learning and teaching. The study employed a mixed-method design to collect quantitative data using a specifically designed evaluation scale and qualitative data via an open-ended questionnaire. The sample comprised 98 EFL student teachers from the selected countries. Results revealed observable differences in AI self-efficacy scores among participants from Japan, Poland, and Slovakia, with Japanese participants reporting higher confidence levels than their Polish and Slovak counterparts. The findings highlight a need for further research examining which contextual, educational, or experiential variables may underlie these cross-country differences.
Z. Kráľová, Osamu Takeuchi, Viktorie Vršanská et al.· Asian-Pacific Journal of Sec...· 0 citations
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