Perceptions of AI-assisted learning and learner development among Moroccan secondary school students

The rapid proliferation of artificial intelligence (AI) tools in education has fundamentally altered traditional learning paradigms, presenting both unprecedented opportunities for personalized support and novel academic challenges. This study aims to examine secondary school students’ perceptions of the influence of AI-assisted learning on perceived learning outcomes, motivation, self-regulated learning, and digital literacy, while also exploring the perceived benefits and challenges associated with AI use in the Casablanca-Settat region of Morocco. Employing a mixed-methods design, quantitative data were collected via a structured questionnaire completed by 150 secondary school students, while qualitative data were collected separately through online semi-structured interviews with 12 students and analyzed thematically. The findings suggest that ChatGPT was the most frequently used AI tool, primarily accessed on students’ personal mobile devices as a complementary learning resource. Quantitative results indicated positive perceptions of AI-assisted learning across perceived learning outcomes, motivation, self-regulated learning, and digital literacy, with a significant positive association between perceived learning outcomes and motivation. Qualitative findings identified four major themes: perceived learning benefits (clearer explanations and reduced academic stress), conditional trust in AI outputs through cross-checking with traditional learning resources, concerns about AI hallucinations in STEM subjects, and the "laziness paradox," reflecting reduced cognitive effort associated with excessive reliance on AI. The findings highlight the importance of promoting responsible AI integration in schools rather than relying solely on restrictive approaches. Pedagogical implications emphasize the need for responsible AI use, subject-specific prompting frameworks, and the redesign of traditional homework into AI-supported critique activities that foster students’ intellectual autonomy and critical thinking.