إستثمار الذكاء الاصطناعي التوليدي في تجويد تدريس علوم اللغة العربية بالتعليم الثانوي التأهيلي : مقاربة تحليلية
This study aims to explore the potential of generative artificial intelligence (AI) in enhancing the teaching of Arabic language sciences at the upper secondary level, by analyzing its role in supporting classroom practices and improving learning outcomes. The study addresses the central issue of how to integrate this technology into the teaching of grammar, morphology, rhetoric, and prosody, in ways that foster both linguistic and digital competences. A descriptive–analytical approach was adopted, based on a review of recent educational and digital literature, and grounded in major theoretical frameworks such as Self-Determination Theory (Deci & Ryan), Social Learning Theory (Bandura), and the Constructivist Approach (Vygotsky), in order to highlight the contribution of generative AI to personalization, motivation, and interaction in learning. The results indicate that generative AI constitutes a promising tool for improving the didactics of the Arabic language, provided it is embedded within a coherent pedagogical vision and accompanied by sustained training for both teachers and learners. The study also revealed challenges related to credibility, ethics, and insufficient training, which necessitate the establishment of a national regulatory framework that ensures safe and effective use of these technologies. (Published abstract)