Digital education and quality assurance: integrating AI and simulations in secondary physics curricula in Morocco

Abstract Aligned with Morocco’s Strategic Vision 2015–2030, this study explores the integration of digital education into secondary physics curricula. It assesses how digital adoption corresponds with national quality standards, emphasizing the shift from traditional teaching to student-centred, digitally mediated learning. By analysing infrastructure disparities and pilot projects—such as virtual laboratories and adaptive learning systems—the article evaluates the effectiveness of digital tools in addressing pedagogical challenges. The study ends with comprehensive strategies to bridge the digital divide and improve teacher professional development in science, technology, engineering, and mathematics, advocating for a systemic approach to educational technology rather than a purely instrumental one.