Manuscript received May 7, 2024; revised July 10, 2024; accepted August 19, 2024; published November 12, 2024
Abstract—The integration of Artificial Intelligence (AI) in education, particularly in the initial training of future teachers, is a crucial area of growing interest. This study explores the knowledge and perception AI-based tools in education among future Moroccan teachers. Employing a quantitative, descriptive, and exploratory design, a validated questionnaire was administered to a simple random sample of 767 future teachers at the Higher Normal School (ENS) of FEZ. Robust statistical methods were employed to analyze the data.
The findings demonstrate that future teachers possess some knowledge of AI-based tools and hold a favorable perception of their potential. While, gender significantly influences the level of knowledge, with male teachers demonstrating slightly higher levels than woman, In contrast, it does not significantly affect future teachers’ perceptions. Additionally, Academic level of the initial training affects both the degree of knowledge and perception of AI-based tools, with first-year future teachers exhibiting less knowledge and perception than those in their third year. Finally, the future teachers’ specialty did not indicate any significant relationship with their level of knowledge or perception. This study contributes to the literature by investigating a topic with limited research in the Moroccan context.
Keywords—future teachers, AI-based tools, artificial intelligence, initial training, perception, knowledge, teaching
Cite: Mohammed Lamrabet, Hamza Fakhar, Noureddine Echantoufi, Khalid EL Khattabi, Lotfi Ajana, and Samiha Ben Fares, "AI-Based Tools: Exploring the Perceptions and Knowledge of Moroccan Future Teachers Regarding AI in the Initial Training—A Case Study," International Journal of Information and Education Technology vol. 14, no. 11, pp. 1493-1505, 2024.