توظيف الذكاء الاصطناعي التوليدي كدعامة ديدكتيكية للأستاذ في تدريس علوم اللغة العربية بالسلك الثانوي التأهيلي منصة Canva AI نموذجًا

Abstract

This study is situated within the context of the digital transformation of education and the growing integration of generative artificial intelligence into teaching practices. It aims to propose a didactic model for employing Canva AI as a digital instructional support for teachers of Arabic Language Sciences in upper secondary education through the design of visual learning resources that simplify linguistic content and enhance learner engagement. The study adopts a descriptive-analytical approach with an applied dimension and is grounded in Dual Coding Theory and the Cognitive Theory of Multimedia Learning as its theoretical framework. The proposed model was implemented through the lesson on Specification (Tamyiz) for first-year baccalaureate science students by redesigning the conventional lesson plan and producing a set of AI-generated instructional materials, including educational images, infographics, mind maps, educational posters, and interactive assessment cards using Canva AI. The findings indicate that the proposed model improves the organization and visual presentation of instructional content, enriches teaching resources, and reduces teachers' preparation time while preserving the pedagogical objectives and lesson structure. The study also concludes that generative AI should be viewed as a pedagogical support tool that enhances teachers' professional practices rather than replacing them. Furthermore, its integration aligns with Morocco's ongoing digital transformation in education and offers promising opportunities for the development of innovative teaching practices.