The expansion of artificial intelligence (AI) is considerably transforming teaching methods and the ways in which information is accessed. While these technologies open new horizons for teaching and learning, they also raise challenges related to data reliability, algorithmic bias, and the development of learners’ critical thinking. This research aims to examine how French language teaching can foster the development of critical thinking among Moroccan high school students in the face of AI-generated content. This research adopts a qualitative approach based on a narrative literature review. The documentary corpus comprises twenty-one thematic references, supplemented by one methodological source, drawn from scientific databases (Cairn, HAL, Open Edition, IMIST) and institutional resources (UNESCO, OECD, CSEFRS). The thematic analysis of the content of the selected publications was conducted according to the Braun and Clarke (2006) model. The study shows that artificial intelligence goes beyond the scope of a mere technological advance, insofar as it redefines the aims of education by emphasizing the importance of critical thinking. It also reveals that French language teaching, through activities such as reading, discourse analysis, argumentation, and written production, constitutes a privileged context for developing this competence. This narrative review offers an integrated reading of the literature on artificial intelligence, critical thinking, and French language teaching. It highlights the potential of this discipline to foster the development of critical thinking among Moroccan high school students and opens perspectives for future empirical research in this context.