Authors : Zineb SMOUH; Imane BELAHYANE; Amal AARAB; Lahoucine IKKOU

Volume/Issue : Volume 9 - 2024, Issue 11 - November

Google Scholar : https://tinyurl.com/5e7psbjm

Scribd : https://tinyurl.com/y2f349zn

DOI : https://doi.org/10.38124/ijisrt/IJISRT24NOV707

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigates the perceptions of Moroccan university professors regarding the use of ChatGPT and its impact on student learning, cognitive skills, and academic integrity. Through an online survey of 302 faculty members across various disciplines, the research reveals a nuanced perspective on the integration of AI tools in higher education. While many professors acknowl- edge the benefits of ChatGPT in enhancing problem-solving skills and aiding in structured tasks, significant concerns persist about its potential to undermine critical thinking and foster a reliance on automated responses. Notably, 45% of respondents expressed that ChatGPT may diminish the depth of student analysis, posing challenges for educators aiming to cultivate robust cogni- tive abilities. Additionally, issues of academic integrity were highlighted, with faculty members calling for clearer policies to manage AI use in academic settings. The findings suggest the need for further research into discipline-specific responses to AI and the ethical implications of its inte- gration. In conclusion, while ChatGPT holds promise for supporting educational processes, its effective integration requires careful consideration of both benefits and risks, necessitating col- laboration among educators, policymakers, and researchers to ensure that AI enhances, rather than hinders, student learning.

Keywords : Higher Education, Cognitive Skills, Critical Thinking, Moroccan Universities, Student Learning, Educational Technology.

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