Integrating the 6Cs in Moroccan Higher Education: A Framework for Inclusive AI Learning Design

Aligning market demands with the knowledge, competencies, and skills provided by higher education is a significant challenge and often falls primarily on the shoulders of educators. This study aims to explore the concept of inclusive AI learning design and its intersection with the integration of the 6Cs framework in higher education. In other words, it delves into the multifaceted role of Artificial Intelligence in the classroom, focusing primarily on the integration of the 6Cs (communication, collaboration, critical thinking, creativity, character education/ connectivity, and culture/ citizenship) in Moroccan higher education institutions, Artificial Intelligence literacy, and the cultivation of digital humanities techniques. The main research question guiding the study was “How to integrate the 6Cs at the tertiary level using inclusive Artificial Intelligence learning design? ». The study held significance in contributing to the existing literature by providing new insights and filling gaps in knowledge. To achieve the objectives of the study, the researcher relied on an exploratory descriptive approach through an interview and a self-developed questionnaire involving 15 ESP teachers. The results indicated that teachers face several challenges when integrating the 6C of 21st-century education into ESP classes, including engineering students’ low motivation, difficulties in combining multiple competencies, limitations in teaching materials, and time management issues. Hence, establishing a framework for inclusive Artificial Intelligence learning design that encompasses the 6 Cs is compulsory.