AI In Inclusive Education: Ethical Challenges and Opportunities In Central Asia

Abstract

Artificial intelligence (AI) is increasingly integrated into inclusive education, offering adaptive learning tools and expanding access for students with disabilities. In the Central Asian region, characterized by cultural and linguistic diversity, AI presents both opportunities and challenges. This study examines the socio-ethical aspects of AI adoption in inclusive education, addressing fairness, transparency, data privacy, and accessibility.Despite global advancements, the Central Asian context lacks region-specific policies and research on AI-driven education, creating a knowledge gap in ethical implementation and cultural adaptation. This study employs a qualitative approach, analyzing policy frameworks, academic literature, and case studies to assess AI’s role in inclusive education.Findings highlight AI’s potential to personalize learning, improve educational access, and support students with diverse needs. However, risks such as algorithmic bias, digital inequality, and inadequate regulatory frameworks pose significant challenges. Results indicate that without targeted policies, AI may reinforce existing disparities rather than mitigate them.The study’s implications stress the need for region-specific ethical standards, enhanced digital infrastructure, and AI systems that accommodate linguistic and cultural diversity. Policymakers, educators, and AI developers must collaborate to ensure equitable AI adoption in inclusive education. Future research should focus on designing AI models tailored to local educational needs while addressing socio-ethical concerns.