Stakeholders’ perception of AI use in Kazakhstan’s secondary schools

Abstract

The research investigates secondary schools in Kazakhstan through an exploratory study that combines qualitative and quantitative research methods to exam the implementation of artificial intelligence tools. The research uses survey data from teachers, student parents, and policymakers to study AI implementation in classroom education, while adding qualitative data from school administrators and policymakers through interviews. The research shows that teachers extensively use AI but do so independently of institutional support while parents and policymakers doubt the safety of AI systems. All stakeholder groups agree that AI systems deliver two main advantages, including better lesson preparation and enhanced operational efficiency, but they continue to worry about academic dishonesty, student reliance on technology and privacy risks, and undefined standards for AI implementation in education. Although national strategies and programmes addressing AI in education have expanded during the research period, the study reveals a still existing gap between policy frameworks and their practical implementation in schools. The research study demonstrates evidence-based findings about this implementation deficit through its analytical method. The research examines ethical risks that stakeholders consider essential problems instead of focusing on technical benefits.