Sustainable learning practices in higher education through conversational AI tools: A case study of ESEF Oujda
Résumé
The emergence of Society 5.0 has accelerated the integration of advanced technology and artificial intelligence into all aspects of human life to foster sustainability and inclusion. This vision especially impacts education by aiming to improve the quality of life for all learners. In this context, digital transformation and collaborations between students and technologies, such as conversational AI, are increasingly shaping students’ sustainable learning practices. While subjects like students’ perceptions, academic performance, or ethical concerns surrounding AI use are being widely examined, the connection between conversational AI tools and Sustainable Learning in Education (SLE) remains underexplored. Ben-Eliyahu (2021) described SLE through four aspects: renewing and relearning (updating and adapting knowledge), independent and collaborative learning (self-driven and group-based acquisition), active learning (engagement with material), and transferability (applying knowledge to new contexts). Aligning with the United Nations Sustainable Development Goal 4 (quality education), this study examined how conversational AI tools impact the sustainable learning practices of ESEF Oujda students. To achieve this aim, the study employed a mixed-methods approach, combining a survey to measure conversational AI use and SLE components with a correlational T-test, and a qualitative writing task to capture habit changes. Understanding how conversational AI tools support or hinder those dimensions can provide valuable insights for educators, policymakers, and curriculum designers seeking to integrate AI responsibly and effectively into higher education.
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