Conférences
Conference 1
Teaching and Learning of Mathematics in Morocco in the Light of Modeling and Simulation through ICT and AI
Pr Khalid Hattaf
Research Team in Modeling and Mathematics Education (ERMEM)
Regional Center for Education and Training Professions (CRMEF)
20340 Derb Ghalef, Casablanca, Morocco
Laboratory of Analysis, Modeling and Simulation (LAMS), Faculty of Sciences Ben M’Sick
Hassan II University of Casablanca, P.O. Box 7955 Sidi Othman, Casablanca, Morocco
Abstract
The teaching of mathematics in Morocco faces multiple challenges, including the need to strengthen conceptual understanding, encourage critical thinking, and promote active student learning. In this context, modeling and simulation represent innovative pedagogical approaches capable of connecting abstract mathematical concepts with real-world phenomena. The integration of Information and Communication Technologies (ICT) and Artificial Intelligence (AI) offers new opportunities to enrich these practices by facilitating interactive visualization, digital experimentation, and the analysis of complex data. This work aims to analyze the use of ICT and AI, as well as the introduction of modeling in mathematics education in Morocco, highlighting their impact on teaching practices and on the development of learners’ skills.
Keywords: Mathematics education, modeling, simulation, ICT, AI, teaching practices.
Conference 2
Mobility, AI and Hybrid Pedagogy: Towards a Euro-Mediterranean Intercultural Model
Dr. Aránzazu Gil Casadomet
Universidad Autónoma de Madrid (Spain)
Abstract:
In the context of the digital transformation of higher education, the integration of generative artificial intelligence (GenAI) is emerging as a major driver of pedagogical innovation, while also raising epistemological, ethical, and linguistic challenges.
This presentation examines the role of AI in multilingual and intercultural educational environments, based on a model of academic collaboration between the Universidad Autónoma de Madrid (Spain) and Hassan II University of Casablanca, within the CIVIS Alliance.
Drawing on theoretical frameworks from digital humanities and technology-enhanced learning, as well as models of intercultural competence, the analysis highlights the shift from a traditional view of academic mobility—seen as a one-time event—to a sustainable hybrid pedagogical model. This model combines physical mobility, COIL (Collaborative Online International Learning), and blended intensive programmes (BIP), enabling the development of learning ecosystems based on knowledge co-construction, pedagogical continuity, and integrated internationalization.
In this context, generative AI is considered not only as a tool to support learning (academic writing, corpus analysis, assisted translation, automated feedback), but also as an object of critical reflection. Particular attention is given to challenges related to algorithmic bias, linguistic asymmetries, and the standardization of discourse practices, which call for the development of critical digital literacy and an ethical approach to AI.
Based on concrete examples from Erasmus+ mobility programmes and collaborative projects between European and North African institutions, this presentation shows that the responsible integration of GenAI, combined with hybrid and intercultural approaches, helps strengthen students’ methodological, linguistic, and reflective skills. It proposes a transferable model for a digital, inclusive pedagogy rooted in linguistic and cultural diversity within the Euro-Mediterranean space, in alignment with international frameworks for global competencies and the United Nations 2030 Agenda for Sustainable Development.
|
