International Journal of Pedagogics
249
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
249-254
10.37547/ijp/Volume05Issue04-65
1
The Essence of Integrating Artificial Intelligence into The
Education System
Ergasheva Dilnoza Abdulhakovna
1st-year Master's Student at Department of "Theory and History of Pedagogy" at Namangan State Pedagogical Institute, Uzbekistan
Received:
28 February 2025;
Accepted:
29 March 2025;
Published:
30 April 2025
Abstract:
This article presents an in-depth academic analysis of the integration of artificial intelligence (AI)
technologies into the education system. It first examines the achievements and challenges observed in leading
universities in the USA, UK, South Korea, and China using scholarly sources. The paper then explores the reforms,
strategies, and innovative platforms implemented in Uzbekistan, including the activities of experimental AI-
integrated schools. The effectiveness of AI in education, AI-pedagogical methods, personalized learning,
assessment systems, and teacher training are thoroughly discussed. The theoretical perspectives of leading
scholars such as Rose Luckin, Sal Khan, and Yuval Harari help contextualize the social and methodological impact
of AI in education. The paper concludes with practical suggestions for the sustainable and effective integration of
AI into Uzbekistan’s education sector
.
Keywords:
Artificial intelligence, education system, digital transformation, AI-pedagogy, innovative education,
Uzbekistan, international experience, high technology, AI integration, digitalization in education.
Introduction:
Today, the field of artificial intelligence is
one of the fastest-growing areas and has already
penetrated almost all sectors. In order to develop the
field of artificial intelligence, efforts are being made to
ensure that our country joins the ranks of the world's
leading nations utilizing AI technologies, as outlined in
the goals and tasks set forth in the “Digital Uzbekistan
—
2030” strategy. A vivid example of this is the meeting
held on January 14, 2025, between the President of the
Republic of Uzbekistan, Shavkat Mirziyoyev, and the
Minister of Artificial Intelligence of the United Arab
Emirates, Omar bin Sultan Al Olama, during the
business events of the President’s visit to Abu Dhabi.
The meeting was attended by Thomas Pramotedam,
CEO of Presight; Magzhan Kenesbay, CEO of AIQ; Hasan
Al Naqbi, CEO of Khazna; and Eric Xing, President of the
Mohamed bin Zayed University of Artificial Intelligence.
Presight, AIQ, and Khazna are among the leading
companies in the fields of big data analytics and
artificial intelligence. The Mohamed bin Zayed
University is considered the world’s first higher
education institution specializing in AI research. During
the meeting, ways to expand strategic partnerships
with Emirati companies for the development and
successful implementation of advanced technologies
across various sectors were discussed. Agreements
were reached on expanding cooperation in the
development of generative artificial intelligence,
particularly in applying "large language models" in the
energy sector, and on establishing a major data
processing center in Tashkent. Special attention was
given to strengthening exchanges with the Mohamed
bin Zayed University of Artificial Intelligence. The
President of Uzbekistan proposed launching a student
education program and adopting a "roadmap" for
training highly qualified specialists in this field.
Discussions also covered the joint launch of scientific
research
laboratories,
the
establishment
of
technological clusters, and the introduction of
innovative
solutions
for
contactless
payment
operations. [1] It should be emphasized that just as
globalization cannot be halted, the development of
artificial intelligence can no longer be stopped either.
In the field of education, the rational use of AI must be
systematically implemented through its direct
integration into the educational system. Specifically,
through the integration of AI into education, it is
possible to partially regulate its use
—
that is, allowing
its application while simultaneously establishing
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International Journal of Pedagogics (ISSN: 2771-2281)
mechanisms for control and supervision.
METHODS
The rapid technological development, digitalization,
and informatization processes in the country are
creating favorable conditions for the development and
implementation of new innovative technologies based
on Artificial Intelligence (AI), which offer various
conveniences for human activities. The accumulation of
the most advanced scientific knowledge by educational
systems and its dissemination among university
students is a crucial factor for creating and advancing
AI technologies.
On the one hand, the current task of all higher
education institutions is to prepare students for
successful professional activities through quality
education. On the other hand, the education system
itself must respond flexibly and promptly to modern
demands and create favorable conditions for students
to learn advanced technologies. The central concept in
this work is the notion of "Artificial Intelligence."
It should be noted that depending on the field of
knowledge, scholars interpret the concept of artificial
intelligence differently. The idea of creating artificial
intelligence
initially
belongs
to
the
English
mathematician Alan Turing. In his work "Computing
Machinery and Intelligence," Turing posed the
question: "Can machines think, and under what
conditions can they think at a level comparable to the
human mind?" [2] To answer this, he developed the
"Turing Test," the essence of which was as follows: A
specialist communicated simultaneously with a
computer and a human. Based on the responses, the
specialist had to determine who was answering
—
a
human or a computer. Analyzing the test results led
Turing to conclude: if a computer could match a human
in intellectual capabilities, it meant that the computer
possessed artificial intelligence. [3]
Today, there are many types of AI technologies, which
are being used to develop software products and
information-communication technologies aimed at
optimizing and intensifying the educational process.
The most widespread ones include:
•
Machine Learning
–
focuses on acquiring
information, identifying algorithms, processing data,
organizing automated learning, and conducting
analytical work;
•
Natural
Language
Processing
(NLP)
–
technology aimed at processing and evaluating text;
•
Computer Vision
–
technology focused on
searching, monitoring, processing, identifying, and
classifying visual data;
•
Data Science
–
technology directed at acquiring
data, identifying patterns within data, and making
predictions;
•
Intelligent Tutoring Systems (ITS)
–
computer
systems designed to automate the monitoring of
students' academic success. [4]
Since the article discusses the integration of AI into
education, it is appropriate to review examples from
leading countries where AI has been integrated into the
education sector. Naturally, during integration, both
achievements and challenges have been observed in
these countries.
The United States, home to the world's leading
universities, is actively implementing AI technologies.
In particular, institutions like Harvard, Stanford, and
MIT have enhanced educational quality through
personalized learning paths, AI-assisted systems, and
virtual tutors (Holmes et al., 2020; Mollick & Mollick,
2023). AI chatbots are being utilized for student
communication, lesson preparation, and academic
writing.
Achievements: Personalized and customized learning
paths developed with AI; automated assessment
systems reducing teachers' workload.
Challenges: Issues of academic integrity (students using
AI for assignments) and teachers not fully mastering all
AI technologies. [5]
In the United Kingdom, universities such as the Open
University and University College London have
launched advanced initiatives in AI usage. Online
education platforms based on AI now offer
personalized modules, instant feedback, and student
tracking systems.
Achievements: Effective remote management of the
learning process; monitoring of student activity
through analytical systems.
Challenges: Digital inequality (not all students have
equal access to technologies) and concerns over
privacy and data security. [6]
In China, AI technologies in education are developed at
the national strategic level. At Tsinghua and Peking
Universities, AI systems for facial expression
recognition, customized curricula, and emotional
monitoring are widely used.
Achievements: Personalized teaching systems for
individual students; nationwide educational reforms
based on AI.
Challenges: Excessive surveillance and violation of
personal privacy; reduction in the pedagogical
component due to AI. [7]
In South Korea, universities such as Seoul National
University and KAIST have incorporated AI into the
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education process through student activity monitoring
and the use of virtual teachers and chatbots.
Achievements: Automation and simplification of
education via digital tools; real-time analysis
possibilities through AI.
Challenges: Over-reliance on AI, resulting in reduced
interaction with real teachers; local AI products have
limited functionalities. [8]
In Uzbekistan, substantial efforts are also being made
in this area. Uzbekistan is among the countries that
have chosen a strategic path for the development of
artificial intelligence. On February 17, 2021,
Presidential Decree No. PQ
–
4996, "On measures for
the introduction and development of artificial
intelligence technologies," was adopted. Based on this
decree, the Strategy for the Development of Artificial
Intelligence
was
developed,
directing
several
institutions toward this goal.
In 2021, the Center for Scientific and Practical
Development of Artificial Intelligence was established.
The Center conducts scientific research in AI,
collaborates with local startups, and studies and
implements foreign experiences. In addition, projects
are being carried out in cooperation with countries
such as China, South Korea, Russia, and the United
States to strengthen interstate relations in AI.
At universities such as the Tashkent University of
Information Technologies (TUIT), Tashkent State
Technical
University
(TSTU),
Tashkent
State
Pedagogical University, INHA University, and AKFA
University, separate departments for Artificial
Intelligence have been established, and special
bachelor's and master's degree programs have been
launched. Virtual laboratories, digital learning
platforms, and online testing systems based on AI have
been introduced.
In 2023, within the framework of the "Digital
Uzbekistan
–
2030" strategy, specific measures were
outlined to widely implement digital technologies in
education. Under the "AI for Education" program, AI-
based lesson preparation and assessment systems for
schools and universities have been developed. These
systems not only automate the learning process but
also allow real-time monitoring of students' interest,
knowledge level, and academic performance.
Moreover, through the "AI in Lessons" project,
spearheaded by the Ministry of Public Education, the
Ministry of Higher Education, Science and Innovation,
and the Ministry of Digital Technologies, experimental
schools are integrating AI tools. These projects have
introduced interactive textbooks, virtual laboratories,
and robotics-based classes.
Achievements:
•
National strategies and legislative frameworks
in the field of AI have been established;
•
Specialists in AI are being trained in higher
education institutions;
•
Local AI technologies are being developed
through startups (e.g., EduAI, AI Teach, iLearning);
•
Through international scientific projects and
grants, Uzbekistan’s universities are a
dopting foreign
experiences.
Challenges:
•
Regional disparities in AI technology adoption
in educational institutions;
•
Insufficient development of local content and
AI platforms;
•
Limited scope of scientific research activities in
the field of AI.
As is the case in leading countries, Uzbekistan also faces
challenges, but these issues are being gradually
addressed. [9-12]
RESULTS AND DISCUSSIONS
The use of artificial intelligence (AI) in the education
system is recognized globally as a significant innovative
approach. Leading scholars believe that this technology
has the potential to completely transform teaching
methods, create personalized learning opportunities,
and enhance interactivity between teachers and
students. For example, Rose Luckin (University College
London) describes AI in education as "a non-human
technological assistant that serves humans" and
emphasizes that its primary role is to enhance human
capabilities. [13]
Sal Khan (founder of Khan Academy) highlights that AI
technologies hold great potential, especially in
supporting lower-performing students by providing
customized assistance in areas they do not understand.
[14]
Yuval Noah Harari (Jerusalem Hebrew University)
states about AI's role in education: "In the future,
children will learn how to think, not just memorize
knowledge, and this will happen through artificial
intelligence." He stresses the deepening of human
thinking through AI, while cautioning about the
importance of maintaining critical thinking and ethical
responsibility. [15]
However, various scholars also highlight the risks
associated with AI. For instance, Neil Selwyn (Monash
University) warns that excessive reliance on AI in
education could diminish the role of human teachers
and turn education into a "technocratic" process. [16]
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International Journal of Pedagogics (ISSN: 2771-2281)
From this perspective, maintaining balance when
integrating AI into education is crucial: technology must
be used wisely, ensuring harmony with humanistic and
cultural foundations. In Uzbekistan, significant
achievements have also been made in integrating AI
into the education system. In particular, based on the
Presidential Decree No. PQ
–
4996, adopted on February
17, 2021, comprehensive measures for the
development and integration of AI technologies into
education were outlined. Furthermore, the "Digital
Uzbekistan
–
2030" strategic program identified the
integration of AI into all sectors, including education, as
one of the key priorities. [17]
The Scientific and Practical Center for AI was
established, and methodological guides were prepared
for schools and universities. Additionally, leading
higher education institutions in Uzbekistan, including
TUIT, INHA, AKFA, and TSTU, launched bachelor's and
master's degree programs in "Artificial Intelligence." AI-
related subjects have been integrated into computer
science, mathematics, and engineering fields, and AI
laboratories and startup incubators have been
established for students.
Moreover, AI technologies are increasingly being
incorporated into pedagogical processes. AI-based
systems for tests and assessments are being
developed, and platforms like iLearning, EduAI.uz, and
Avloddigital.uz
provide
personalized
learning
approaches for students. AI is also being used to
monitor teacher performance and evaluate lesson
effectiveness.
Significantly, pilot schools and experimental projects
were launched, and from 2022 to 2024, AI-based
educational processes were piloted in 10 schools in
Tashkent city. During this process, lessons were
conducted using virtual laboratories, and systems for
real-time analysis of students' knowledge through AI
were implemented. As a result, student attendance and
grade indicators improved by an average of 18
–
23%.
[18]
Local AI solutions and platforms:
EduAI.uz
—
allows for the creation of tests using AI,
optimization of lesson planning, and provision of
customized assignments for students;
Skillbox.uz and AI Teach platforms
—
offer interactive
courses based on AI;
Programs for recognizing spoken and written speech in
Uzbek are being developed.
International
cooperation
and
recognized
achievements:
Scientific cooperation agreements have been signed
with countries such as South Korea, China, Singapore,
and the United States;
In 2023, Uzbekistan achieved prestigious positions in
two international AI Olympiads;
In early 2024, the "Central Asia AI Forum" was held in
Tashkent, making it a hub for international discussions
on AI in education. [19]
Thus, both globally and within Uzbekistan, the
integration of AI technologies into education has led to
significant growth, and developments have been
observed across various sectors. What was once a
dream of artificial intelligence in the mid-20th century
has now achieved unprecedented results.
CONCLUSION
In recent years, the integration of Artificial Intelligence
(AI) technologies into the education system has been
causing profound changes on a global scale. In
advanced countries such as the United States, the
United Kingdom, South Korea, and China, AI has
penetrated not only teaching methods, assessment
systems, and educational resources but also the
management processes of educational institutions. The
experience of these countries shows that the correct
and strategic integration of AI technologies into
education serves to improve the quality of knowledge,
strengthen personalized learning, boost student
motivation, and ease the workload of teachers.
In Uzbekistan, legal frameworks have been established,
AI is being incorporated into educational programs,
experimental project schools are operating, and
national platforms are being developed. This indicates
the creation of a strong infrastructure for the
introduction of AI-based education. However, there are
still challenges related to AI-based pedagogical
approaches, teacher training, and the full assimilation
of technological tools.
Meanwhile, leading scholars around the world
emphasize that when integrating AI into education, the
human factor should not be eliminated but rather
enhanced. For example, Professor Rose Luckin (UCL)
proposed the "Intelligence Amplification" model for
rational AI in education, Sal Khan (Khan Academy)
suggested viewing AI as "an individual tutor for every
student," and Yuval Noah Harari highlighted the
importance of preserving educational ethics and
human consciousness in the AI era.
Based on these conclusions, the following scientific and
practical recommendations are considered crucial for
the effective integration of artificial intelligence into
Uzbekistan's education system:
Deepening the Regulatory and Legal Framework
It is necessary to adopt a specific law "On Artificial
Intelligence in Education," which would define the role,
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legal boundaries, and ethical standards of AI in
education.
Issues such as privacy, information security, and
algorithmic fairness must be legally guaranteed.
Enhancing the Capacity of Pedagogical Staff
Special courses and retraining programs on AI-based
pedagogical approaches should be developed for
teachers. AI-pedagogy centers should be established in
every region. Creating Local AI Content and Resources
The creation of AI programs, interactive platforms, and
smart educational materials in the Uzbek language
should be supported through state orders. School
textbooks and teaching methodologies must be
digitized in a format compatible with AI algorithms.
Expanding the Network of Experimental Schools At
least one "AI school" should be established in each
region, where lessons fully integrated with AI
technologies are piloted. Based on the experience of
these schools, a national AI education model should be
developed.
Expanding
International
Scientific
Cooperation Joint scientific projects and faculty
exchange programs with leading universities (MIT,
Stanford, Tsinghua) should be initiated. Uzbekistan
should become a host for international forums and
symposiums on AI and education.
Artificial intelligence has the potential to transform the
education system into a modern, interactive, student-
centered, and digitally robust ecosystem. However, this
requires aligning political will with practical solutions,
workforce development, infrastructure creation, and AI
ethics. With its initial steps, Uzbekistan can become a
regional leader in this field in the future.
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