There is increasing interest in the adoption of artificial intelligence (AI) in higher education, especially for the ability of AI to personalize the learner's pathway and enhance student engagement. This empirical study attempts to examine the effects of AI-supported adaptive learning systems on two aspects of educational success: academic achievement and student engagement. The sample consists of 400 students from Moroccan higher education establishments calculated using Slovin's formula with a margin of error of 5%. Data were gathered with a Likert scale questionnaire. The analyses (correlations and linear regressions) show that the usage of AI adaptive systems is significantly and positively associated with engagement and has a real, although not intense, impact on students’ learning progress. These findings indicate that the nuanced design of digital pedagogical tools with AI could lead to more successful and engaging learning. Consequently, the study suggests the selective integration of these technologies into Moroccan schools, as well as the need for pedagogical support.