Artificial intelligence in geographical education of Kazakhstan and Uzbekistan: Revolution of knowledge and approaches

Abstract

In geographic education, artificial intelligence (AI) opens new opportunities for spatial data analysis, personalized learning and the development of interactive educational platforms. This study aims to assess the current state of artificial intelligence (AI) integration into geographic education in Kazakhstan and Uzbekistan, identify key challenges and determine future development prospects. Methodology – The research is based on a comprehensive analysis of scientific literature, national educational policies and data collected through an online survey of 966 geography teachers from Kazakhstan and Uzbekistan. The survey included questions on AI knowledge, readiness for AI implementation and perceptions of digital technologies in education. A correlation analysis was conducted to identify key trends and differences between the two countries. The study findings revealed that Kazakhstan demonstrates a more active integration of AI into school curricula, whereas Uzbekistan focuses on fundamental AI research and the development of national educational platforms. The main obstacles include low digital literacy among educators, a shortage of qualified specialists and limited access to advanced technologies. Conclusion – the successful implementation of AI in geographic education requires improvements in teacher training programs, the expansion of digital infrastructure and the development of government-led initiatives aimed at supporting educational technologies. The study’s findings can be valuable for educational policymakers, school administrators, and educators seeking to integrate AI into the learning process. Enhancing teachers' digital competencies and ensuring access to modern technologies are crucial conditions for the effective use of AI in geographic education.