CC BY
8УДК 004
Arapbayev N.L.
Graduate Student, Media Technology, Astana IT University (Astana, Kazakhstan)
EMBRACING AI 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, AI 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.
Literature Review.
Artificial Intelligence (AI) is becoming a powerful tool across various fields, and education is no exception. Globally, AI's potential to improve learning, personalize education, and make administrative tasks more efficient is gaining traction. For Kazakhstan, integrating AI into the school curriculum could bring about meaningful changes, setting the stage for a modernized, future-ready educational system. This review explores key research on AI in education and highlights how these findings can help shape the introduction of AI into Kazakhstan's schools.
Kazakhstan is already making huge steps toward AI integration in education. A noteworthy initiative is the collaboration between the United Nations Children's Fund (UNICEF) and the NURIS Innovation Cluster at Nazarbayev University. Together, they have launched a project that encourages young Kazakh developers to innovate in education, emphasizing the role of local talent in this transformation (Yausheva, 2024).
Research underscores the profound impact AI could have on education. Go?en and Aydemir (2020) point out that AI can revolutionize personalized learning by
allowing teachers to tailor lessons to the unique needs of each student. Roy and Swargiary (2024) athat AI-powered platforms enhance learning through mixed methods, offering a blend of qualitative and quantitative experiences that boost student engagement and retention. In Kazakhstan, where large classrooms and diverse student needs are common, these personalized approaches could make a significant difference.
However, the integration of AI in education comes with challenges. Suleman and Abbas (2024) highlight the barriers that schools face, including the readiness of teachers, access to technology, and concerns around the ethical use of AI in classrooms. Sysoyev (2023) echoes these concerns, stressing that successful implementation depends on ensuring educators are prepared to use AI effectively. For Kazakhstan, investing in teacher training and infrastructure will be essential for overcoming these obstacles.
One area where AI could bring immediate benefits to Kazakhstan is in language education. With students often needing proficiency in Kazakh, Russian, and English, AI-driven tools like ChatGPT could provide valuable, real-time language tutoring. Kohnke, Moorhouse, and Zou (2023) emphasize that such AI applications can give students interactive feedback, helping them strengthen their language skills in a personalized and efficient way.
Beyond language learning, AI can foster broader skills like critical thinking, problem-solving, and creativity. Thiagarajan (2024) and Dayal, Gopali, and Verma (2023) suggest that AI technologies nurture these essential abilities, preparing students for future jobs in a world where technological expertise is increasingly important. For Kazakhstan, which is keen to grow its tech sector, AI-enhanced curriculum could be a valuable tool in equipping students with these future-ready skills.
AI's benefits aren't limited to traditionally tech-focused subjects. It can also enhance learning in areas like physical education. As Lu (2024) notes, AI can be used to develop personalized training programs and analyze athletic performance through machine learning. This opens up new possibilities for how technology can support not just academic learning, but also physical development and sports education.
Despite its promise, AI integration in education raises ethical concerns. Harry (2023) urges us to consider issues like data privacy, algorithmic bias, and the potential loss of human interaction in AI-driven classrooms. In Kazakhstan, ensuring that rural and urban schools have equal access to AI tools is crucial to prevent widening the digital divide. Establishing ethical guidelines and ensuring equitable access will be key to creating a balanced and fair education system.
AI's potential to enhance learning goes beyond secondary education. According to Muhie and Wolde (2023), AI can also bridge the gap between high school and university by improving students' digital literacy and familiarity with advanced technologies. This could smooth the transition for Kazakhstani students entering higher education and help them excel in increasingly digital environments.
In conclusion, integrating AI into Kazakhstan's schools offers numerous opportunities to enhance education. From personalized learning to fostering critical thinking and improving STEM skills, AI has the potential to reshape the way students learn. By learning from global experiences and addressing local needs, Kazakhstan can build an education system that is both innovative and inclusive, ensuring that future generations are well-prepared for the challenges and opportunities of a rapidly changing world.
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 Al's potential to enhance their educational experience, indicating strong support for the continued use of AI tools in classrooms (Pic. 2). Notably, 60% of students ranked personalized learning as highly important, a reflection of the widespread desire for more tailored and adaptive learning environments (Pic. 3).
In your opinion, what are the biggest benefits of using AI In education In Kazakhstan? (Select up to 3) - количество
Pic 1. In your opinion, what are the biggest benefits of using AI in education in Kazakhstan?
How important do you think it is for Kazakhstan's schools to adopt Al-based tools for personalized learning?
s
2
5
к
о
Pic 2. How important do you think it is for Kazakhstan's schools to adopt AI-based tools for personalized learning?
On a scale of 1 to 5, how engaged do you feel in classes that integrate Af tools compared to traditional teaching methods i.
0 -
On j scale of 1 to 5, new engaged do you feel in classes (net mlegrale AI tools compared to Iraati
Pic 3. On a scale of 1 to 5, how engaged do you feel in classes that integrate AI tools compared to traditional teaching methods in Kazakhstan?
Further analysis revealed that 100% of students had used AI-based language learning tools, such as ChatGPT, with many reporting improvements in language proficiency (Pic. 4). 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 (Pic. 5).
Which AI tools have you encountered in your education within Itie Kazakhstan schoat curriculum? (Selecl all that apply) - KornMecrao
Pic 4. Which AI tools have you encountered in your education within the Kazakhstan school curriculum?
How do you think the introduction of At in schools will impact students' readiness for higher education and the workforce in
Pic 5. How do you think the introduction of AI in schools will impact students' readiness for higher education and the workforce in Kazakhstan?
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 (Pic. 6). 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 (Pic. 7).
Pic 6. How has the use of AI tools affected your understanding of the subject matter in your classes?
Pic 7. Do you believe that AI integration into the school curriculum can enhance your overall educational experience?
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 (Pic.8).
Another major concern was the inadequate technological infrastructure, with 40% of respondents indicating that schools lacked the necessary resources to implement AI tools effectively (Pic.9). 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.
What challenges have you faced when using AI tools in your education? (Select аП îhat apply) - количество
Pic 8. What challenges have you faced when using AI tools in your education?
Pic 9. What do you think are the most important areas where AI should be used in education? (Select up to 3).
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 (Pic.10). 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.
How confidenl are you that Al tools used in your education follow ethical guidelines (e.g.. protecting student data, preven...
Ltnr ÜHI1I die yL'U l .i: Al IflCla uStid In >1..' t"Juc;rk-1 fallow «hitJ guldAlMHd irtg prnlA^lnl
Pic 10. How confident are you that AI tools used in your education follow ethical guidelines (e.g., protecting student data, preventing bias)?
Implications for Educational Policy and Practice.
The findings of this survey have significant implications for the future of AI in Kazakhstan's education system. The positive reception of AI tools by students, coupled with the desire for personalized learning, highlights the importance of continuing to integrate AI into the curriculum. However, it is clear that the successful implementation of AI requires addressing several key issues, including teacher training, infrastructure development, and ethical standards.
The high engagement rates and improvements in student outcomes suggest that AI could be a powerful tool for enhancing educational quality across Kazakhstan. However, the country must invest in both physical and human capital to support this transition. This includes equipping schools with the necessary technology and providing educators with ongoing training in AI tools. Additionally, developing and enforcing ethical standards will be crucial to ensure that AI is used responsibly and transparently in educational settings.
Conclusion.
Integrating AI into Kazakhstan's education system holds the potential to bring transformative benefits. From enabling personalized learning and enhancing language education to supporting teachers and preparing students for future technological challenges, AI can reshape the educational landscape. However, successful implementation will require substantial investment in teacher training, technological
infrastructure, and the development of ethical standards to ensure responsible use. By addressing these factors, Kazakhstan can cultivate an education system that is both innovative and inclusive, equipping students with the skills they need for a rapidly evolving world.
СПИСОК ЛИТЕРАТУРЫ:
1. Dayal, Gopali & Verma, Pooja & Sehgal, Shallu. (2023). A Comprehensive Review on the Integration of Artificial Intelligence in the Field of Education. https://w.researchgate.net/publication/376784840_A_Comprehensive_Review_on_the_Integration_ of_Artificial_Intelligence_in_the_Field_of_Education;
2. Suleman, Muhammad & Abbas, Asad. (2024). Navigating the Integration of AI in Education: Challenges and Opportunities for Learning and Teaching. https://w.researchgate.net/publication/380362320_Navigating_the_Integration_of_AI_in_Education _Challenges_and_Opportunities_for_Learning_and_Teaching;
3. Go9en, Ahmet & Aydemir, Fatih. (2020). Artificial Intelligence in Education and Schools. Research on Education and Media.
https://w.researchgate.net/publication/352044231_Artificial_Intelligence_in_Education_and_Schoo ls;
4. Roy, Kavita & Swargiary, Khritish. (2024). Exploring the Impact of AI Integration in Education: A Mixed-Methods Study. https://w.researchgate.net/publication/381539555_Exploring_the_Impact_of_AI_Integration_in_Ed ucation_A_Mixed-Methods_Study;
5. Sysoyev, Pavel. (2023). Artificial Intelligence in Education: Awareness, Readiness and Practice of Using Artificial Intelligence Technologies in Professional Activities by University Faculty. VysshObrazovanie v Rossii = Higher Education in Russia https://w.researchgate.net/publication/375081850_Artificial_Intelligence_in_Education_Awareness _Readiness_and_Practice_of_Using_Artificial_Intelligence_Technologies_in_Professional_Activiti es_by_University_Faculty;
6. Muhie, Yimer & Wolde, Abeselom. (2023). Integration of Artificial Intelligence Technologies in Teaching and Learning in Higher Education. Science and Technology. https://w.researchgate.net/publication/370230833_Integration_of_Artificial_Intelligence_Technolog ies_in_Teaching_and_Learning_in_Higher_Education;
7. Kohnke, Lucas & Moorhouse, Benjamin & Zou, Di. (2023). ChatGPT for Language Teaching and Learning. RELC Journal
https://w.researchgate.net/publication/369743021_ChatGPT_for_Language_Teaching_and_Learnin
g;
8. Harry, Alexandara. (2023). Role of AI in Education. Interdisciplinary Journal and Humanity (INJURITY). https://w.researchgate.net/publication/369545925_Role_of_AI_in_Education;
9. Thiagarajan, Balasubramanian. (2024). The Future of Education: Integrating AI in the Classroom.
https://w.researchgate.net/publication/384771372_The_Future_of_Education_Integrating_AI_in_th e_Classroom;
10. Su, Jiahong & Yang, Weipeng. (2023). Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education. ECNU Review of Education. https://w.researchgate.net/publication/370156204_Unlocking_the_Power_of_ChatGPT_A_Framew ork_for_Applying_Generative_AI_in_Education;
11. Youvan, Douglas. (2024). The Intersection of AI and Childhood Learning: Transforming Mathematical Education. https://w.researchgate.net/publication/384564512_The_Intersection_of_AI_and_Childhood_Learni ng_Transforming_Mathematical_Education;
12. Lu, Lianju. (2024). The Transformative Impact of AI Technology on Physical Education. Journal of Higher Education Teaching. https://w.researchgate.net/publication/384629097_The_Transformative_Impact_of_AI_Technology _on_Physical_Education;
13. E. Yausheva, "Artificial Intelligence in secondary education: UNICEF and Nuris Launch a joint education project," UNICEF, https://w.unicef.org/kazakhstan/en/press-releases/artificial-intelligence-secondary-education-unicef-and-nuris-launch-joint-education
