Global Lessons on AI : Challenges and Strategies for Tertiary Education in Morocco

Abstract

This This study presents a systematic review of existing literature on students’ perceptions and usage of artificial intelligence (AI) tools in higher education, with a particular focus on the Moroccan context. Drawing on peer-reviewed studies published between 2020 and 2025, the review synthesizes global and regional findings to highlight the opportunities, challenges, and ethical considerations surrounding AI integration in academic settings. The results reveal a generally positive orientation among students toward AI, with widespread recognition of its potential to support learning, research, and academic management. At the same time, significant reservations persist, particularly regarding fairness, academic integrity, and overdependence on automated systems. Methodologically, this study follows established systematic review protocols, including a transparent selection process, inclusion/exclusion criteria, and thematic synthesis of key findings. The discussion situates students’ perceptions within global debates on digital transformation in higher education, emphasizing the need for culturally grounded approaches to AI adoption. Implications for policy, pedagogy, and future research are explored, with particular attention to ensuring that AI serves as a tool for empowerment rather than exclusion in Moroccan universities.

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