Artificial Intelligence in university education: trends in scientific research and exploratory survey in Moroccan universities

L'Intelligence Artificielle au service de la formation universitaire: tendances de la recherche scientifique et enquête exploratoire dans les universités marocaines

Meryeme Chaoui, Imane Soussan and Driss Helmi
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Meryeme Chaoui: Ecole Nationale de Commerce et de Gestion Oujda - ENCG Oujda
Imane Soussan: Ecole Nationale de Commerce et de Gestion Oujda - ENCG Oujda
Driss Helmi: Ecole Nationale de Commerce et de Gestion Oujda - ENCG Oujda

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Abstract: AI is currently a highly controversial topic in higher education, both from a pedagogical and ethical perspective. AI has transformed traditional learning models by influencing pedagogical and scientific innovation practices, particularly through the emergence of automated learning platforms. However, the integration of Artificial Intelligence into university education systems raises major challenges for both students and teachers. It questions the nature of modern academic support and its role in academic and professional careers. This article explores these dynamics through a bibliometric analysis of scientific publications on the integration of AI into university education, as well as an exploratory survey of Moroccan universities. The bibliometric analysis is based on a corpus of 662 scientific articles from the Scopus and Web of Science databases, selected according to the PRISMA methodology. It uses the R software tool Biblioshiny to identify the main research trends, leading authors, key concepts, co-occurrence networks, and thematic clusters related to the use of AI in higher education. In addition, a questionnaire survey was conducted among 51 participants, including 9 professors and 42 students and PhD students from Moroccan universities. The survey data were analysed using descriptive statistics, providing insight into the practices, uses and perceptions associated with the integration of AI into higher education programs. The results contribute to a better understanding of the pedagogical, organizational, and ethical issues associated with the integration of AI into higher education. They provide decision-making support for academic and institutional stakeholders, promoting the gradual, contextualized, and responsible integration of AI into Moroccan universities. Keywords: Artificial Intelligence, higher education, bibliometric analysis, digital transformation, pedagogical practices, exploratory study, Jamovi.

Keywords: Jamovi; Intelligence Artificielle enseignement supérieur analyse bibliométrique transformation digitale pratiques pédagogiques étude exploratoire Jamovi. JEL Classification : A21 Type du papier : Recherche empirique Artificial Intelligence higher education bibliometric analysis digital transformation pedagogical practices exploratory study Jamovi; Intelligence Artificielle; enseignement supérieur; analyse bibliométrique; transformation digitale; exploratory study; pedagogical practices; digital transformation; bibliometric analysis; higher education; Jamovi.; étude exploratoire; pratiques pédagogiques (search for similar items in EconPapers)
Date: 2026
New Economics Papers: this item is included in nep-ara
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Published in International Journal of Accounting, Finance, Auditing, Management and Economics, 2026, 7 (2), pp.1-27. ⟨10.5281/zenodo.18213601⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-05475632

DOI: 10.5281/zenodo.18213601

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