Ethical and Legal Challenges of Implementing AI in Science and Math Education in Central Asia
Annotatsiya
This study aims to examine the ethical and legal challenges associated with the integration of Artificial Intelligence in Education (AIEd), focusing on science and mathematics teachers across Central Asia, particularly in Kazakhstan, Kyrgyzstan, and Tajikistan. A mixed-methods approach was employed. Quantitative data were collected through a structured survey from N = 341 educators, stratified by country, gender, age, and AI usage experience. The survey assessed perceptions of legal and ethical issues using a five-point Likert scale. Statistical analysis included ANOVA, Pearson correlation, and effect size calculations (Cohen’s d). Findings revealed statistically significant differences in ethical awareness levels across countries (p < .01), with Kazakhstan showing the highest average score (M = 4.12, SD = 0.67) on AI-related ethical literacy. The effect size was moderate (Cohen’s d = 0.54) when comparing gender-based ethical concerns. Additionally, 64% of respondents expressed serious concerns about student data privacy, while 71% supported the need for formal AI ethics training. Qualitative interviews (N = 18) uncovered recurring themes such as lack of legal frameworks, teacher autonomy dilemmas, and algorithmic bias in grading systems. The study highlights a critical need for policy interventions and professional development targeting ethical and legal dimensions of AIEd in post-Soviet education systems. Findings underscore the urgency of developing culturally responsive guidelines to safeguard equity, transparency, and trust in AI-driven pedagogical environments. These results contribute to the global discourse on AI in education and offer evidence-based insights for local policymakers.