This study was conducted among Moroccan students in the qualifying secondary cycle, belonging to the public institution ”Lycée qualifiant Ibn Tahir”, provincial directorate Errachidia, Morocco. The aim is to assess the usefulness of artificial intelligence (AI) tools and applications for education. More specifically, this investigation aims to demonstrate how these tools, offered by AI, can be a lever for improving learning skills: focus on written production, using the ”Monica IA” writing assistant. While taking stock of the level of integration of these tools into teachers’ pedagogical practices, we were able to record that almost all students who used the AI model in question, in their writing, expressed satisfaction despite using it for the first time. This descriptive-analytical research aims to analyze the results of a survey of high school students and teachers. The findings will be used to formulate recommendations applicable not only in Moroccan schools but also in other contexts to prepare future teachers and effectively integrate AI into learning.