INTERNATIONAL EXPERIENCE IN INTRODUCING ARTIFICIAL INTELLIGENCE INTO EDUCATION AND LESSONS FOR UZBEKISTAN TA’LIMDA SUN’IY INTELLEKTNI JORIY ETISHNING XORIJIY TAJRIBASI VA O‘ZBEKISTON UCHUN SABOQLAR

Abstract

Artificial intelligence (AI) has become a policy-level priority for education systems worldwide, yet countries differ markedly in how they bring AI tools into schools. This article aims to compare the international regulatory foundations for introducing AI into education with the practical experience of four countries — Estonia, South Korea, Australia and the United Kingdom — and to derive lessons for the education system of Uzbekistan. The study is based on document analysis and comparative analysis of two groups of sources: documents of international organisations (UNESCO guidance for policy-makers, UNESCO guidance on generative AI in education and research, the UNESCO AI competency framework for teachers, and the European Union Artificial Intelligence Act) and national policy documents and official reports of the selected countries. The analysis shows that international documents converge on four common principles: final human responsibility, transparency, data privacy and equal opportunity. National practice reveals three distinct implementation approaches: starting with teacher preparation (Estonia), top-down introduction of a ready-made product (South Korea), and defining principles while leaving decisions to schools (Australia and the United Kingdom). The contrast between Estonia and South Korea is particularly instructive: both countries have advanced digital infrastructure, so the difference in outcomes cannot be explained by technical capacity. Estonia began with teacher training and is expanding its programme step by step, whereas the Korean AI digital textbooks were reclassified as optional supplementary materials within months of their introduction. The findings indicate that the success of AI adoption in education depends primarily on teacher readiness and the gradual, evidence-based character of implementation rather than on technology itself. Based on these results, the article formulates five lessons for Uzbekistan: begin with teacher preparation, pilot before scaling, define principles and competencies rather than mandating specific products, build trust among teachers and parents, and evaluate the quality of generative AI output in the Uzbek language. Particular attention is given to the role of pedagogical higher education institutions in preparing future teachers to use AI tools for pedagogical purposes.