Educational Integrity: Ethical and Regulatory Perspectives on Generative AI in Moroccan Higher Education

Generative artificial intelligence (AI) systems are quickly being adopted by universities in Morocco, challenging long-standing conventions of authorship, assessment, and data stewardship. This paper considers the ethical risks and regulatory vacuums raised by the introduction of these AI tools and how to protect academic integrity without stifling innovation. Using a mixed-methods approach - policy analysis of global and national frameworks for AI in education; document review of three Moroccan universities; and semi-structured interviews with fifteen faculty, administrators and policymakers - we identify three converging sites of contention: the lack of any clear rules for disclosure, the uneven level of institutional preparedness, and the inherent language bias in existing commercial AI models. At the same time, we can locate aspects of ethical AI governance that are resourceful and situated in Muslim concepts of “amanah” (trustworthiness), and emerging national-level digital transformation agendas. We offer a Glocal governance model, honoring international best practices, but situated within Moroccan material and cultural contexts and languages. Ultimately, we call for participatory policy-making, faculty professional development and capacity building, investment in Arabic and Amazigh-oriented language models that align with our goals, and that together forge a path toward an equitable and innovative higher education ecosystem. Confluence Journal of Multidisciplinary Studies, Vol. 1 No. 1 (2025): Confluence Journal of Multidisciplinary Studies