Integrating smart campuses into education will make universities smart. This Campus is essentially based on the IoT technology that has made our lives connected. To successfully design and implement a Smart Classroom project, a preliminary study of the main socio-economic or cultural characteristics in the field of education in Morocco is required. Thus, we conducted this study in Morocco to investigate if there is a positive reaction toward the installation of a smart university in this North African context. In other words, we searched via this survey to assess the role of the solutions offered by Information and Communication Technologies for Education (ICT). To achieve our goals, we prepared two questionnaires: i) the first, containing questions about the familiarization of rural students with the Internet; and i) the second questioner about was destined for teachers of primary, secondary and higher. The obtained results show that there is no correlation between the age of the teacher and the use of instructional technology and between the use of technology and the type of work environment. In contrast, there is a significant association between the use of information technology and teaching level, and the use of information technology increases with the level of teaching. Equally, the online school experience during confinement had a positive impact on the future engagement of teachers in the project of a possible smart school (p < 0.005). On the other hand, no association between the presence of disabilities in the classroom and the use of information technologies in teaching practice (p > 0.005). Generally, we received a favorable opinion to set up a smart classroom, based on criteria that must be respected and that are adapted to the Moroccan context. However, more advanced studies are needed to enlarge the investigated samples.