CC BY
10УДК 004
Arapbayev N.L.
Graduate Student, Media Technology, Astana IT University (Astana, Kazakhstan)
AI INTEGRATION IN THE KAZAKHSTAN SCHOOL CURRICULUM
Аннотация: as technology continues to reshape how we live and learn, artificial intelligence (AI) is quickly becoming a powerful tool in education. Around the world, AI is being used to create more personalized learning experiences, streamline administrative tasks, and help students engage with material in new ways. Research shows that AI-driven platforms can adjust lessons to fit each student's needs, helping them learn at their own pace and gain a deeper understanding of subjects. For Kazakhstan, integrating AI into the school curriculum is a significant step toward preparing students for a future where digital skills are critical. Beyond improving academic performance, AI offers a chance to foster creativity, problem-solving, and digital literacy—skills essential for thriving in tomorrow's workforce.
However, there is still a lack of research on how AI could specifically impact education in Kazakhstan. While many studies explore the benefits of AI in classrooms worldwide, few focus on how these tools can be adapted to fit Kazakhstan's unique cultural and educational context. This gap is important because Kazakhstan's education system is balancing the adoption of global innovations with its local traditions and needs. Addressing this gap will provide valuable insights into how AI can support diverse learning environments and offer practical guidance for educators and policymakers.
This study aims to explore how AI can be successfully integrated into Kazakh schools. The research focuses on two main questions:
1) How can AI be used to create personalized learning experiences in Kazakhstan?
2) What are the challenges and opportunities for students and teachers with AI in the classroom?
The hypothesis is that AI can enhance learning by tailoring lessons to individual students, while also giving teachers more time to focus on creative and engaging instruction. The goal of this research is to provide a clearer picture of how AI could shape the future of education in Kazakhstan and offer practical steps for its implementation.
By filling this research gap, the study hopes to contribute to the growing field of AI in education while offering specific insights relevant to Kazakhstan's evolving educational landscape.
Ключевые слова: Artificial Intelligence, personalized learning, Kazakhstan, language education, educational technology, integration, ethical concerns, future skills.
Introduction.
Artificial Intelligence (AI) has rapidly transitioned from a futuristic concept to a transformative force across various sectors, including education. Globally, AI's ability to personalize learning, enhance student engagement, and streamline administrative processes has positioned it as an essential tool for modern education. For Kazakhstan, embracing AI in the school curriculum represents an opportunity to modernize the educational landscape, better preparing students for a competitive global environment.
Significance within the Field of Psychology.
The findings of this article have important implications within the field of psychology, particularly in understanding how technology influences learning behaviors and cognitive development.
According to self-determination theory (Deci & Ryan, 1985), individuals are most motivated when they feel autonomy, competence, and relatedness. AI tools, by personalizing learning and allowing students to progress at their own pace, may satisfy these psychological needs, fostering intrinsic motivation and higher engagement. The survey findings that students report greater engagement in AI-integrated classrooms support this theory, suggesting that AI can fulfill psychological needs that promote a deeper connection to learning.
Vygotsky's theory of social constructivism (Vygotsky, 1978) emphasizes the importance of social interaction and the zone of proximal development (ZPD) in learning. AI tools that provide personalized learning experiences can potentially extend students' ZPD, offering just the right level of challenge to support cognitive growth. By adapting to individual learning paces and providing immediate feedback,AI tools
can help students bridge the gap between what they can do independently and what they can achieve with guidance.
Sweller's cognitive load theory (Sweller, 1988) posits that learning is most effective when cognitive load is optimized. AI's ability to deliver tailored content can help manage cognitive load by ensuring that students are not overwhelmed with information and are instead provided with resources that match their cognitive abilities. The positive impact of AI on learning outcomes as reported in the survey aligns with this theory, as personalized learning tools can reduce extraneous cognitive load and enhance information retention.
Methodology.
A survey questionnaire was designed and validated by content experts before being distributed to the target population, which included students, educators, and administrators in Kazakhstan's schools. The survey aimed to assess the effectiveness, challenges, and overall perceptions of AI integration into the education system. The data were analyzed using statistical methods, including descriptive statistics and content analysis, to meet the research objectives.
A. Questionnaire Design.
The questionnaire, written in Kazakh and Russian, was divided into four sections: (a) general information about the respondents and the educational institution, (b) the status of AI adoption in the institution, (c) educators' and students' perspectives on AI tools, and (d) the challenges and benefits of AI integration in education. It utilized both closed- and open-ended questions to capture both quantitative and qualitative data. Closed-ended questions included dichotomous, multiple-choice, rating, and ranking questions, while open-ended questions were designed to gather in-depth insights from respondents.
B. Content Validity.
To ensure the validity of the questionnaire, thrsubject-matter experts in the fields of educational technology and AI reviewed the survey. They suggested removing questions that did not directly address the research objectives and revised vague
questions to improve clarity. Their feedback significantly improved the questionnaire's quality, ensuring it accurately captured relevant data on AI's impact in education.
C. Content Analysis.
The content analysis process was used to categorize and interpret the responses from open-ended questions, focusing on the benefits, challenges, and perceptions of AI in education. The analysis was guided by a SWOT (Strengths, Weaknesses, Opportunities, and Threats) framework to organize the data. The process followed five steps:
1. Reviewing the open-ended responses to identify relevant categories.
2. Developing inductive categories based on the data.
3. Refining and consolidating categories into main themes.
4. Finalizing the categorization process to ensure consistency.
5. Quantifying the frequency of these categories to analyze trends and insights.
Results and Discussion.
The survey conducted to assess the impact of AI integration in Kazakhstan's education system yielded insightful findings that highlight both the advantages and challenges associated with AI tools in educational settings. The results provide a comprehensive understanding of student and educator perceptions of AI, as well as the current status of AI adoption in schools.
Out of the 500 students surveyed across various educational institutions in Kazakhstan, 80% reported high levels of engagement in AI-integrated classrooms, with a marked improvement over traditional teaching methods (Pic. 1). The majority (87,5%) of students expressed positive views regarding AI's potential to enhance their educational experience, indicating strong support for the continued use of AI tools in classrooms. Notably, 60% of students ranked personalized learning as highly important, a reflection of the widespread desire for more tailored and adaptive learning environments.
Further analysis revealed that 100% of students had used AI-based language learning tools, such as ChatGPT, with many reporting improvements in language proficiency. Approximately 67% of students believed that AI integration would positively impact their readiness for higher education and the workforce, aligning with research that suggests AI-based educational tools foster skills essential for the future, such as critical thinking, problem-solving, and digital literacy.
Student Perceptions of AI Tools.
In terms of how AI tools affected students' learning, 60% reported significant improvement in their understanding of the subject matter, with 33% indicating moderate improvement. This demonstrates that AI tools have had a noticeable impact on learning outcomes, with personalized and adaptive features enhancing comprehension and engagement. The widespread use of AI-driven platforms for language learning, such as ChatGPT, showcases the effectiveness of these tools in promoting proficiency in Kazakh, Russian, and English, all of which are vital for Kazakhstan's multilingual education system.
Moreover, the integration of AI in subjects beyond language learning has also proven beneficial. AI's ability to provide real-time feedback and adjust learning content to individual needs was especially appreciated by students, enabling them to progress at their own pace. This personalization feature of AI tools appears to contribute significantly to student satisfaction and engagement.
Challenges and Barriers.
Despite the positive feedback, the survey also highlighted several challenges that need to be addressed to fully realize the potential of AI in Kazakhstan's educational system. The most significant barrier identified was the lack of teacher training, with 47% of students citing insufficient preparation among educators to effectively use AI tools. This points to a critical need for professional development programs that equip teachers with the necessary skills to integrate AI into their teaching practices successfully.
Another major concern was the inadequate technological infrastructure, with 40% of respondents indicating that schools lacked the necessary resources to implement AI tools effectively. This includes access to high-quality hardware and reliable internet connectivity, particularly in rural and remote areas. These infrastructure challenges hinder the widespread adoption of AI and contribute to a digital divide, leaving certain student populations at a disadvantage.
Privacy and ethical concerns also emerged as key issues. While 47% of students expressed confidence that AI tools adhered to ethical standards, particularly in data protection, 20% remained neutral, indicating lingering concerns about the transparency and ethics of AI applications. As AI continues to be integrated into the education system, it is essential that clear ethical guidelines are established to address these concerns, ensuring that students' privacy and data are safeguarded.
Conclusion.
The integration of AI in Kazakhstan's education system holds promise not only for enhancing learning experiences but also for improving educational management. From a psychological perspective, AI can promote engagement, motivation, and personalized learning, which aligns with various psychological theories such as self-determination theory, social constructivism, and cognitive load theory. In terms of the Psychology of Management, the findings emphasize the need for strong leadership, effective decision-making, and an understanding of organizational behavior to successfully implement AI tools. As Kazakhstan continues to integrate AI into its education system, both the psychological impact on students and the managerial strategies for overcoming challenges will be crucial for ensuring that AI's full potential is realized.
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