The research is involved in the peculiarities of a Moroccan education system, which, while modernizing, presents itself with structural pathologies to be corrected: the administrative load, the inequalities of access and the means, by studying the use of artificial intelligence (AI) to serve as a lever for optimization of public management and improvement of the performance of educational institutions. A major goal is to investigate AI deployment that is efficient, fair, and ethical, and that adapts to local acceptance factor space variables like language diversity or geographic disparity. In this regard, a confirmatory approach was used combining a questionnaire delivered to 60 educational actors (teachers, administrators, decision makers) belonging to urban, semi-urban and rural areas, and advanced statistics (PCA regression, normality tests). Such as, the findings confirm four major hypotheses that were set, the use of AI boosts the student’s engagement and performance (AARC2 score = 0.92) AI tutoring systems outperform the traditional systems, data security increases the trust of stakeholders (SDE1 = 0.90), and teacher trainings increase the pedagogical abilities of teachers. These may include increased automation of administrative tasks, tailoring the learning path according to the needs & skills of students via adaptive platforms like “EdTech Morocco” and new technologies that provide broader access to education (hybrid solutions combining personal instruction & technology) along with 5G deployment. However, the study is limited by small samples, urban instead of rural representation, and reluctance from some teachers, in spite of training initiatives (as in ASU2 score = 0.68) along with technical complexities in ensuring a safe environment and/or basic infrastructure, specifically, in less privileged areas.