Navigating the impact of AI on human creativity in language learning and teaching within Moroccan schools

¹ Laboratoire de literature, Art et ingenierie pedagogique Faculty of Languages, Ibn Tofail University, Kenitra, Morocco.
² Associate Professor, Abdelmalek Essaadi University, Tetouan, Morocco.
³ Laboratoire de Linguistique et analyse du discours, Abdelmalek Essaadi University, tetouan, Morocco.
⁴ Faculty of Languages, Ibn Tofail University, Kenitra, Morocco.

^* Corresponding author: tayebhoo@gmail.com

Abstract

In this paper, we are explaining how artificial intelligence (AI) is influencing creative aspects of language learning in Moroccan schools. The research aims to clarify how technologies that have lately been very common in learning environments, such as ChatGPT, DeepSeek, Grammarly, and other AI-driven platforms, affect the creative thinking of instructors and students. Using a qualitative research paradigm, we conducted in-depth interviews with 10 urban and 10 rural schools' teachers and students. The findings based on thematic analysis have shown that while learning and engagement are boosted, there are still concerns about discouraging independent thinking and creativity. The study also finds that there is a digital divide since there is limited connectivity and insufficient infrastructure for use in rural schools for accessing AI tools. as well as the paucity of Arabic content on sites dealing in AI is another constraint. Participants emphasize using AI as a tool and not as a substitute for human creativity. The research outlines some recommendations for tackling these issues, including enhancing technology infrastructure, expanding AI's linguistic capacities, and embracing balanced strategies for learning and implementing AI. It also suggests policies for equal access to AI-based tools while cultivating creativity. The research concludes by suggesting future research to study longer-term implications for learning and cultural aspects, imagination, and critical thinking.