AI Education in Morocco is not limited to a question of equipment or regulation: it is primarily a pedagogical issue. As the start of the 2027 school year approaches, between the national roadmap "AI Made in Morocco", the recommendations of the CSEFRS (The Higher Council for Education, Training and Scientific Research) on artificial intelligence and the first experiments in the classroom, one question runs through all the texts:
how to teach students to understand AI, and not just to use it? This is precisely the area where STEM disciplines and educational robotics have a head start.
A national roadmap, a pedagogical question
© Mounir Mehimdate
On 12 January 2026, the Minister of National Education, Preschool and Sports, Mohammed Saad Berrada, participated in Rabat in the launch of the roadmap "AI Made in Morocco". The initiative aims to support investment in artificial intelligence for the development of the educational system, with a stated goal: to qualify pedagogical and technical staff, and not just to equip institutions.
Three months later, on 14 April 2026, the Higher Council for Education, Training and Scientific Research (CSEFRS) adopted a recommendation on artificial intelligence that goes in the same direction: the issue is not the already massive presence of AI in students' uses but the way in which the school integrates it into its pedagogical practices. The Council proposes a national reference framework and an effort to produce knowledge around the pedagogical uses of AI, rather than a simple list of authorised tools.
Training teachers in an AI pedagogy, not just the tool
In the wake of this roadmap, the centre JAZARI ROOT has been launched to structure the training of AI teachers. It is the point of convergence of all the texts: before deploying tools, it is the pedagogical capacity of teachers to frame, question and contextualise AI that determines the success of its integration. The CSEFRS emphasises this aspect, as well as digital equity in schools, with the equipment deficit in certain establishments remaining a direct barrier to a homogeneous pedagogy across the territory.
This is an important change of posture: training a teacher in AI does not consist of teaching them a software, but of giving them the means to construct sequences where students experiment, make mistakes, and understand a logic already well known in STEM pedagogy.
What the example of the baccalaureate reveals, in contrast
One of the most visible uses of AI in the Moroccan system remains, for now, defensive:
for the 2026 session of the baccalaureate, the ministry has deployed a system to combat fraud combining electronic detectors and AI during the correction phase. A sign that the unregulated uses of AI by students as well as in exams are far ahead of the educational framework that the school is able to establish.
It is precisely this gap that theSTEM pedagogycan help to bridge: rather than experiencing AI as a threat to be detected, it is about teaching students to understand it from the inside, from a young age, in a framework where error and experimentation are part of learning.
Educational robotics, a natural field for this pedagogy
This is where the STEM disciplines and educational robotics in Morocco make complete sense. Building, testing, observing a failure, adjusting: this approach is exactly what is needed to learn AI responsibly rather than experiencing it as a black box.
The market is also following this educational movement. LEGO Education launched its new Computing and AI solution at the beginning of 2026, with kits designed for primary school to Year 9: students build and physically manipulate AI concepts in small groups, rather than using a pre-finished tool. This is a concrete illustration of what Moroccan texts wish for: a pedagogy of AI based on understanding, not just on simple usage.
For establishments and structures engaged in STEM and robotics, the window is open right now: to structure an AI pedagogy through concrete projects, train the teams, and ensure equitable access to resources. Those who lay these foundations before the start of the 2027 school year will not have to improvise when the national framework is finalised.