JAAIE Author Insight - Reframing AI in Education Through Complexity and Sensemaking

#AIinEducation #GenerativeAI #HigherEducation In this Author Insight video, Abdelaziz Zohri from Hassan Premier University, Morocco, presents key findings from the article, “Reframing AI in Education Through Complexity and Sensemaking: A Multi-Method Study from Morocco,” published in the Journal of Applied Artificial Intelligence in Education (JAAIE), Vol. 2, No. 1, pages 218–236. This study explores how students and educators in Morocco perceive and respond to generative artificial intelligence, particularly ChatGPT. Drawing on complexity theory and sensemaking, it examines how education can navigate technological disruption while preserving its role in developing independent thinking, awareness, and meaningful learning. The research combines ethnography, auto-ethnography, surveys, in-depth interviews, focus groups, and art-based methods, involving 168 students and 30 university instructors alongside the author’s experiences. The findings reveal contrasting responses: educators ranged from rejection to cautious adoption, while most students enthusiastically embraced ChatGPT. Concerns included academic integrity, fairness, and over-reliance on AI. This video highlights the study’s call to rethink education as a transformative system and discusses implications for educators and policymakers seeking to balance the opportunities and risks of generative AI in teaching and learning. Read the article: https://doi.org/10.66053/jaaie.v2i1.636 #JAAIE #AuthorInsight #ChatGPT #ComplexityTheory #Sensemaking #EducationalTechnology #TransformativeEducation #Morocco