Governance of inclusive decision-making in AI adoption: Participation and institutional readiness in Moroccan universities

Doha Baladi; Badr Guennoun

doi:10.32674/kjk37144

Authors

Doha Baladi Ibn Tofail University
Badr Guennoun Ibn Tofail University

DOI:

https://doi.org/10.32674/kjk37144

Keywords:

AI governance, higher education in Morocco, institutional readiness, stakeholder participation, systematic review

Abstract

Artificial intelligence (AI) is revolutionizing higher education through personalized learning and data-driven administration. However, effective governance remains an essential issue for AI adoption, particularly in developing countries such as Morocco, where research is still limited. This study examines the role of governance structures, stakeholder engagement, and institutional preparedness in AI adoption within Moroccan universities through a systematic literature review of 37 peer-reviewed articles from Scopus (2020-2026), using PRISMA guidelines and thematic synthesis. Findings reveal a surge in AI studies since 2024, mostly conceptual and from Global North countries, highlighting multi-level, ethical, participatory, and anticipatory governance models. Stakeholder participation remains mostly top-down, with minimal faculty and student engagement, while readiness comprises infrastructure, literacy, leadership, and policy frameworks. Morocco has centralized control through Law 59.24 and Maroc AI 2030, but lacks context-specific studies. The study offers the Inclusive AI Governance-Readiness Framework, connecting institutional coordination, stakeholder engagement, readiness, and ethics for sustainable AI integration.

Author Biographies

Doha Baladi, Ibn Tofail University

Doha BALADI is a PhD candidate at the Laboratory Langage et Société, Université Ibn Tofaïl, Morocco. Her research focuses on higher education governance, language policy, and the integration of artificial intelligence in university systems. She is particularly interested in inclusive governance models, digital transformation, and the ethical dimensions of AI adoption in higher education.
Badr Guennoun, Ibn Tofail University

Badr GUENNOUN is an Associate Professor at Université Ibn Tofaïl, Morocco. His academic work focuses on gender studies, social anthropology, minority issues, and youth cultures. His research engages with questions of inclusion, power, and participation in social and educational institutions, with particular attention to contemporary social dynamics in the Moroccan context.

References

Ayad, K., Dobli Bennani, K., & Elhachloufi, M. (2021). University governance: Empirical evidence from Morocco. Universal Journal of Educational Research, 9(6), 1188–1196. https://doi.org/10.13189/ujer.2021.090608 DOI: https://doi.org/10.13189/ujer.2021.090608

Barus, O. P., Hidayanto, A. N., Handri, E. Y., Indra Sensuse, D. I., & Yaiprasert, C. (2025). Shaping generative AI governance in higher education: Insights from student perception. International Journal of Educational Research Open, 100452. https://doi.org/10.1016/j.ijedro.2025.100452 DOI: https://doi.org/10.1016/j.ijedro.2025.100452

Benayoune, A., Slimi, Z., & Al Habsi, A. (2026). Artificial intelligence policy challenges and institutional readiness in Omani higher education. Discover Education. https://doi.org/10.1007/s44217-026-01188-4 DOI: https://doi.org/10.1007/s44217-026-01188-4

Birnbaum, R. (1988). How colleges work: The cybernetics of academic organization and leadership. Jossey-Bass.

Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawacki-Richter, O. (2018). Digital transformation in German higher education: Student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(1), Article 48. https://doi.org/10.1186/s41239-018-0130-1 DOI: https://doi.org/10.1186/s41239-018-0130-1

Bouaziz, K., & Eddouada, S. (2026). AI-assisted academic writing and publishing in Morocco: Doctoral students' ethical decision-making accounts. Arab World English Journal. https://doi.org/10.24093/awej/A3.17 DOI: https://doi.org/10.24093/awej/A3.17

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa

Brennan, J., & Naidoo, R. (2008). Higher education and the achievement (and/or prevention) of equity and social justice. Higher Education, 56(3), 287–302. https://doi.org/10.1007/s10734-008-9133-x DOI: https://doi.org/10.1007/s10734-008-9127-3

Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-023-00408-3 DOI: https://doi.org/10.1186/s41239-023-00408-3

Chkarka, F., & Fatmi, H. (2026). Comparative examination of masters students and faculty members maintenance of academic integrity in the age of AI. Journal of Academic Ethics. https://doi.org/10.1007/s10805-025-09684-2 DOI: https://doi.org/10.1007/s10805-025-09684-2

Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20(22). https://doi.org/10.1186/s41239-023-00392-8 DOI: https://doi.org/10.1186/s41239-023-00392-8

Cudjoe, E. K., & Adebayo, J. O. (2025). Investigating the existence of AI policy in higher education institutions in Sub-Saharan Africa. Proceedings of the Association for Information Science and Technology. https://doi.org/10.1002/pra2.1421 DOI: https://doi.org/10.1002/pra2.1421

Dilinika, J. (2026). Factors influencing faculty decision-making on student use of generative AI in higher education. Journal of Interdisciplinary Studies in Education, 15(4), 107–134. https://doi.org/10.32674/ksb6gv95 DOI: https://doi.org/10.32674/ksb6gv95

Falagas, M. E., Pitsouni, E. I., Malietzis, G. A., & Pappas, G. (2008). Comparison of PubMed, Scopus, Web of Science, and Google Scholar: Strengths and weaknesses. The FASEB Journal, 22(2), 338–342. https://doi.org/10.1096/fj.07-9492LSF20 DOI: https://doi.org/10.1096/fj.07-9492LSF

Ferlie, E., Musselin, C., & Andresani, G. (2008). The steering of higher education systems: A public management perspective. Higher Education, 56(3), 325–348. https://doi.org/10.1007/s10734-008-9125-x DOI: https://doi.org/10.1007/s10734-008-9125-5

Fung, A. (2006). Varieties of participation in complex governance. Public Administration Review, 66, 66–75. https://doi.org/10.1111/j.1540-6210.2006.00667.x DOI: https://doi.org/10.1111/j.1540-6210.2006.00667.x

Hespress EN. (2026, January 21). Law passed amid criticism: Here is what Morocco's new higher education reform does. https://en.hespress.com/130006-law-passed-amid-criticism-here-is-what-moroccos-new-higher-education-reform-does.html

Hine, C. (2021). Evaluating the prospects for university-based ethical governance in artificial intelligence and data-driven innovation. Research Ethics. https://doi.org/10.1177/17470161211022790 DOI: https://doi.org/10.1177/17470161211022790

Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial intelligence for education. Center for Curriculum Redesign. DOI: https://doi.org/10.58863/20.500.12424/4276068

Kwiek, M. (2015). The unfading power of collegiality? University governance in Poland in a European comparative and quantitative perspective. International Journal of Educational Development, 43, 77–89. https://doi.org/10.1016/j.ijedudev.2015.05.007 DOI: https://doi.org/10.1016/j.ijedudev.2015.05.002

Liu, X., Fang, Y., & Lan, X. (2025). Regulations, technology policies and universities attitudes to artificial intelligence in China. Higher Education Quarterly. https://doi.org/10.1111/hequ.70055 DOI: https://doi.org/10.1111/hequ.70055

Marginson, S. (2011). Higher education in East Asia and Singapore: Rise of the Confucian model. Higher Education, 61(5), 587–611. https://doi.org/10.1007/s10734-010-9384-9 DOI: https://doi.org/10.1007/s10734-010-9384-9

McCusker, E., & Michalak, R. (2025). AI policies in U.S. universities: A critical analysis of policy gaps and library involvement. Journal of Library Administration. https://doi.org/10.1080/01930826.2025.2560268 DOI: https://doi.org/10.1080/01930826.2025.2560268

McNay, I. (1995). From the collegial academy to corporate enterprise: The changing culture of universities. In T. Schuller (Ed.), The changing university? (pp. 105–115). Open University Press.

Mignot-Gérard, S. (2003). Who are the actors in the government of French universities? The paradox of an elusive democracy. Higher Education, 45(1), 71–89. https://doi.org/10.1023/A:1021266302514 DOI: https://doi.org/10.1023/A:1021297532346

Mili, K. (2025). Technological disruption in higher education: A strategic framework for university evolution in the AI era. Scientific Culture. https://doi.org/10.5281/zenodo.11322528

Núñez Canal, M., De Obesso Arias, M. D. L. M., Pérez-Rivero, C. A., & Álvarez-De-Mon, I. (2026). Stakeholder engagement and strategic innovation in higher education through AI competency. Journal of Innovation & Knowledge, 100920. https://doi.org/10.1016/j.jik.2025.100920 DOI: https://doi.org/10.1016/j.jik.2025.100920

Okonkwo, C. W., & Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence, 2, Article 100033. https://doi.org/10.1016/j.caeai.2021.100033 DOI: https://doi.org/10.1016/j.caeai.2021.100033

Olsen, J. P. (2007). The institutional dynamics of the European university. In P. Maassen & J. P. Olsen (Eds.), University dynamics and European integration (pp. 25–54). Springer. https://doi.org/10.1007/978-1-4020-5971-1_2 DOI: https://doi.org/10.1007/978-1-4020-5971-1_2

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, Article n71. https://doi.org/10.1136/bmj.n71 DOI: https://doi.org/10.1136/bmj.n71

Panizzon, M., & Janissek-Muniz, R. (2026). The role of universities in AI augmented anticipatory governance: Towards a maturity model proposition. Futures, 103753. https://doi.org/10.1016/j.futures.2025.103753 DOI: https://doi.org/10.1016/j.futures.2025.103753

Selwyn, N. (2022). Education and technology: Key issues and debates (3rd ed.). Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350145573

Shattock, M. (2006). Managing good governance in higher education. Open University Press.

Shattock, M. (2014). International trends in university governance: Restructuring, autonomy, and systemhood. Routledge. DOI: https://doi.org/10.4324/9781315769028

Slimi, Z., & Villarejo Carballido, B. V. (2023). Navigating the ethical challenges of artificial intelligence in higher education: An analysis of seven global AI ethics policies. TEM Journal, 12(2). https://doi.org/10.18421/TEM122-02 DOI: https://doi.org/10.18421/TEM122-02

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039 DOI: https://doi.org/10.1016/j.jbusres.2019.07.039

Sporrong, E., McGrath, C., Viberg, Ö., & Cerratto-Pargman, T. (2025). What is the problem with generative artificial intelligence in higher education? A critical analysis of educator responsibility in the Swedish policy landscape. Learning, Media and Technology. https://doi.org/10.1080/17439884.2025.2607687 DOI: https://doi.org/10.1080/17439884.2025.2607687

Teoh, K. B., & Tan, W. L. (2026). Policy alignment and trustworthy AI governance in higher education: A conceptual analysis of Malaysia's reform agenda and ASEAN governance imperatives. Journal of Interdisciplinary Studies in Education, 15(4), 1–22. https://doi.org/10.32674/eqphhh11 DOI: https://doi.org/10.32674/eqphhh11

Tsao, J. (2025). Trajectories of AI policy in higher education: Interpretations, discourses, and enactments of students and teachers. Computers and Education: Artificial Intelligence, 100496. https://doi.org/10.1016/j.caeai.2025.100496 DOI: https://doi.org/10.1016/j.caeai.2025.100496

Whitley, R. (2008). Universities as strategic actors: Limitations and variations. In L. Engwall & D. Weaire (Eds.), The university in the market (pp. 23–37). Portland Press.

Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93–112. https://doi.org/10.1177/0739456X17723971 DOI: https://doi.org/10.1177/0739456X17723971

Yan, Y., Liu, H., & Chau, T. (2025). A systematic review of AI ethics in education: Challenges, policy gaps, and future directions. Journal of Global Information Management. https://doi.org/10.4018/JGIM.386381 DOI: https://doi.org/10.4018/JGIM.386381

Yang, P., Liu, Y., & Li, Y. (2025). The mediating role of self-regulation in fostering Intelligent-TPACK and ethics in physical education teacher education students. Scientific Reports. https://doi.org/10.1038/s41598-025-21795-9 DOI: https://doi.org/10.1038/s41598-025-21795-9

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), Article 39. https://doi.org/10.1186/s41239-019-0171-0 DOI: https://doi.org/10.1186/s41239-019-0171-0

Zhang, Y., & Tian, Z. (2025). Digital competencies in student learning with generative artificial intelligence: Policy implications from world-class universities. Journal of University Teaching & Learning Practice, 22(1), Article av7c8830. https://doi.org/10.53761/av7c8830 DOI: https://doi.org/10.53761/av7c8830