Analysis of artificial intelligence acceptance in humanities and social sciences: the case of Moroccan universities

Abstract

Technology, especially Artificial Intelligence (AI), plays a central role in today’s modern world. As AI continues its transformative journey across various sectors, its impact on education is increasingly significant. This study explores Moroccan university students’ attitudes and perceptions towards the integration of AI into courses in Social Sciences and Humanities (SSH), highlighting its critical significance. Using variables from the Technology Acceptance Model (TAM) and previous research, this study collected questionnaire data from 29,000 students. The data were analyzed quantitatively using linear regression techniques. The findings indicated disparities in attitudes based on students’ institutional affiliations. Notably, private university students exhibited heightened enthusiasm towards AI integration, yet concerns persisted regarding data privacy, technology access, and future job prospects. Despite this enthusiasm, some students expressed concerns about the implications of AI for their future careers and the potential for biases in AI systems. These findings have highlighted the need for targeted strategies to address students’ concerns and leverage their positive attitudes toward AI integration. Prioritizing student perspectives allows policymakers and educators to implement AI in an equitable and ethical manner, which promotes inclusive and meaningful educational experiences. Indeed, addressing students’ concerns and integrating their feedback can help maximize AI’s benefits while reducing potential challenges, ensuring a fair and supportive learning experience for all.