Between Transformation and Preservation: Moroccan High School Teachers’ Perceptions of Artificial Intelligence’s Impact on English Teaching Quality

The present article explores the evolving role of teachers in English Language Teaching in light of the increasing integration of artificial intelligence technologies in educational settings. The study aims to examine Moroccan high school teachers’ perceptions of artificial intelligence as either a collaborative tool that enhances teaching or a replacement that can take over the role of educators. This research is significant as it contributes to the ongoing discourse on the intersection of technology and pedagogy, particularly in quality education. The main research question investigates how teachers perceive the impact of artificial intelligence on their profession and instructional practices. The study employs a quantitative approach, utilizing an online questionnaire to collect data from Moroccan high school teachers. The study analyzed collected responses to identify dominant perspectives on artificial intelligence’s benefits, challenges, and implications in English language instruction. The findings reveal that while artificial intelligence offers numerous advantages, it cannot replace the human qualities essential to teaching. Most respondents believe in a partnership in which artificial intelligence complements teachers’ efforts and enhances the teaching and learning process