Assessing AI Competencies in Moroccan Higher Education: A PLS-SEM Approach Based on the UNESCO Framework

The shift towards a knowledge-based economy, encompassing the learning economy, creative economy, and open knowledge economy, has been accelerated by the emergence of Industry 5.0, characterized by Artificial Intelligence (AI), automation, and the Internet of Things. In this context, developing AI competencies has become essential for university students. This article aims to evaluate the extent to which Moroccan students have acquired AI competencies based on the UNESCO competency framework through different learning modes, namely university courses and self-learning methods (tutorials, online platforms, forums, etc.). The analysis was conducted among economy major students at Moroccan university using Partial least squares structural equation modeling (PLS-SEM) to examine how university-based and self—directed learning influence the acquisition of AI competencies, as defined by the four dimensions of UNESCO’s competency framework: Human-Centered Mindset, Ethics of AI, AI Techniques and Applications, and AI System Design. Findings indicate that self-learning is the most commonly used mode by students to acquire AI competencies, surpassing university courses. Students who engage in self-learning tend to be more familiar with practical applications of AI tools, which they actively use in their academic research and various professional tasks. In contrast, university instruction often emphasizes theoretical aspects, focusing primarily on ethics and the development of a human-centered mindset.