Autore
Fraiese, Serena

Titolo
Strategic horizons of AI in education: A comparative analysis of Morocco and Egypt
Periodico
Rivista di Digital Politics
Anno: 2025 - Fascicolo: 2/3 - Pagina iniziale: 397 - Pagina finale: 427

As Artificial intelligence (Ai) reshapes education globally, it is transforming pedagogical models and redefining skills development. While debates often concentrate on Western contexts, there is a growing need to examine its role in underrepresented regions, particularly in Africa and the Arab world. The Covid pandemic accelerated the reliance on Ai-driven solutions, revealing both their potential and limits in addressing gaps in traditional systems. This article investigates Morocco and Egypt as case studies, highlighting distinct strategies: Egypt positions itself as a regional leader through large-scale educational innovation, whereas Morocco emphasizes inclusive, tailored learning to reduce socio-economic disparities. Drawing on DiMaggio and Powell’s (1983) framework of institutional isomorphism, the study explores how international organizations influence the adoption of Ai by promoting global standards and norms, which are reinterpreted locally to balance modernization with regional values. The study tests a set of general hypotheses on institutional isomorphism through two national cases, Morocco and Egypt, examining how global standards interact with ethical frameworks rooted in Islamic principles such as the maqāṣid al-sharīʿah. A qualitative methodology, based on policy and content analysis, examines Ai applications including adaptive learning, digital credentials, and lifelong education. These initiatives align with Sdg4 (inclusive education), Sdg9 (digital infrastructure), Sdg10 (reduced inequalities), and Sdg17 (global partnerships). The study also highlights the potential of intelligent tutoring systems, while acknowledging ethical and infrastructural challenges that may constrain scalability and inclusiveness.



SICI: 2785-0072 (2025)2/3<397:SHOAIE>2.0.ZU;2-6
Testo completo: https://www.rivisteweb.it/download/article/10.53227/119818
Testo completo alternativo: https://www.rivisteweb.it/doi/10.53227/119818

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