Transformation of Higher Education in the Era of Artificial Intelligence in the Republics of Uzbekistan and Kazakhstan: Research Questions and Hypotheses for Comparative Sociological Research
We will focus on formulating and discussing a theoretical and methodological framework for longitudinal empirical comparative sociological research of the practices that organize the everyday life of students, educators, and administrative workers in the Republic of Uzbekistan and Kazakhstan.
By outlining different approaches to the social analysis of higher education transformations in the era of AI, we establish research questions and hypotheses.
Question 1. How does the introduction of AI into the higher education system in Central Asian countries affect the role and competencies of teachers?
Hypothesis 1. The advent of AI in education necessitates teachers to adapt and acquire new proficiencies in AI implementation.
Question 2. What new competencies do teachers need to work effectively in the context of the introduction of AI in higher education?
Hypothesis 2. When it comes to introducing AI, teachers must have the competencies to develop and utilize AI tools for personalized learning, analyze big data to enhance the learning process, and seamlessly integrate AI assistants into their teaching.
Question 3. What challenges do teachers face when implementing AI in education, and how can they overcome them?
Hypothesis 3. The primary challenges are:
- A lack of AI knowledge and skills.
- Resistance to change.
- Fears of teacher replacement by AI systems.
- Insufficient university administration support.
To overcome these barriers, it is necessary to conduct targeted training and advanced training programs for teachers in AI, as well as create a favorable environment for innovations and advancement in universities.