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With the rapid advancement of technology, Artificial Intelligence (AI) is gradually shaping various sectors, including education. Given its unique abilities such as providing personalized support for students or automating teachers’ administrative tasks, AI has the potential to enhance educational outcomes, prepare learners for the digitized future, and bridge educational inequalities, particularly in low- and middle-income countries (LMICs). However, the successful, equitable, and inclusive integration of AI in education systems requires both students and educators to possess adequate AI awareness and preparedness. Considering potential disparities in AI awareness among students and teachers due to diverse socio-demographic and environmental factors, it is essential to examine any differences in AI awareness between students and teachers and to explore the factors that influence their understanding of AI. Despite the growing discourse on AI in education, research on AI awareness in LMICs remains limited. This study addresses this gap by investigating AI awareness levels among students and teachers in Kyrgyzstan, analyzing differences between these groups. Additionally, socio-demographic factors such as technological access, and internet availability on AI knowledge were also explored. Using Confirmatory Factor Analysis (CFA) followed by ANOVA and t-tests, this study utilized validated scales to assess AI awareness among a representative sample of 603 teachers and 484 students from Kyrgyzstan’s urban and rural regions, public and private schools with different languages of instruction, and various educational levels. The findings have significant implications for the integration of AI into Kyrgyzstan’s educational policies and the development of AI in education regulations at the governmental level. Additionally, the results highlight the necessity for teacher training and AI-inclusive curricula to foster AI literacy among both educators and students. Beyond its national relevance, this study contributes to global discussions on AI in education by offering a foundation for further research in other LMICs.

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Analyzing Teacher and Student Awareness of Artificial Intelligence at Schools in Kyrgyzstan

  • 会议论文

  • 发表日期：

    2026年

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  • Almazbek Beishenaliev,
  • Aigeldi Eminova

摘要

With the rapid advancement of technology, Artificial Intelligence (AI) is gradually shaping various sectors, including education. Given its unique abilities such as providing personalized support for students or automating teachers’ administrative tasks, AI has the potential to enhance educational outcomes, prepare learners for the digitized future, and bridge educational inequalities, particularly in low- and middle-income countries (LMICs). However, the successful, equitable, and inclusive integration of AI in education systems requires both students and educators to possess adequate AI awareness and preparedness. Considering potential disparities in AI awareness among students and teachers due to diverse socio-demographic and environmental factors, it is essential to examine any differences in AI awareness between students and teachers and to explore the factors that influence their understanding of AI. Despite the growing discourse on AI in education, research on AI awareness in LMICs remains limited. This study addresses this gap by investigating AI awareness levels among students and teachers in Kyrgyzstan, analyzing differences between these groups. Additionally, socio-demographic factors such as technological access, and internet availability on AI knowledge were also explored. Using Confirmatory Factor Analysis (CFA) followed by ANOVA and t-tests, this study utilized validated scales to assess AI awareness among a representative sample of 603 teachers and 484 students from Kyrgyzstan’s urban and rural regions, public and private schools with different languages of instruction, and various educational levels. The findings have significant implications for the integration of AI into Kyrgyzstan’s educational policies and the development of AI in education regulations at the governmental level. Additionally, the results highlight the necessity for teacher training and AI-inclusive curricula to foster AI literacy among both educators and students. Beyond its national relevance, this study contributes to global discussions on AI in education by offering a foundation for further research in other LMICs.