International Journal For Multidisciplinary Research

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Volume 8 Issue 5
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maturité numérique, préparation à l’intelligence artificielle et adoption déclarée dans les établissements scolaires marocains : une analyse quantitative multi-acteurs en contexte de revenu intermédiaire

Author(s) M. DRISS SADEK, Prof. LAILA BELHAJ
Country Morocco
Abstract This article examines the relationship between schools’ digital maturity, their preparedness for artificial intelligence (AI) and their reported adoption of AI tools in the Rabat-Salé-Kénitra region of Morocco. The starting point is simple, yet rarely addressed with sufficient precision: AI does not enter schools as an additional technical layer superimposed on an environment that is already in place. It requires, as a prerequisite, a minimum level of digital, organisational and professional consolidation. The study is based on a quantitative, cross-sectional, correlational and comparative design, conducted amongst 372 respondents from four categories of stakeholders: 65 school administrators, 86 teachers, 148 pupils and 73 families. Four structured questionnaires were administered online between February and May 2024. Digital maturity is examined through five interdependent dimensions – infrastructure, skills, usage, leadership and culture – whilst readiness for AI is treated as a distinct construct. Among professionals, this readiness is measured across cognitive, technical, organisational or pedagogical, and ethical dimensions; the affective dimension, although described, is excluded from the overall score and inferential analyses for psychometric reasons.
The results paint a nuanced picture. Digital maturity appears, on the whole, to be moderate amongst professionals, but it is varied and uneven: digital culture is at a relatively higher level than skills and leadership. Readiness for AI remains lower than positive attitudes towards innovation would suggest. Among administrators, it remains low, particularly in technical, organisational and ethical terms. Among teachers, it is moderate but highly unbalanced: technical familiarity significantly outweighs pedagogical readiness. Reported adoption remains low in both professional groups. Correlational analyses reveal a positive and significant association between digital maturity and readiness for AI, of moderate magnitude, as well as a joint contribution of digital maturity and readiness for AI to reported adoption, with the latter playing the most immediate role. Finally, significant structural differences emerge between the public and private sectors and between urban and peri-urban areas.

The article thus puts forward a cautious but strong argument: digital maturity is a necessary but not sufficient condition for the transition to AI. It paves the way without, on its own, guaranteeing specific readiness for AI or its stable adoption in education.
Keywords digital maturity, preparation for artificial intelligence, reported adoption, schools, Morocco, educational sciences, digital inequalities, school governance
Field Sociologie > Éducation
Published In Volume 8, Issue 5, September-October 2026
Published On 2026-09-17
DOI https://doi.org/10.36948/ijfmr.2026.v08i05.87782
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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