Page 125 - Izobraževanje v dobi generativne umetne inteligence

Comparative Analysis of AI Regulation

in Education Across Western Balkan
Countries: Challenges and Opportunities

Lejla Turulja Amra Kapo
University of Sarajevo University of Sarajevo
lejla.turulja@efsa.unsa.ba amra.kapo@efsa.unsa.ba

This chapter presents a comparative analysis of the regulation of AI in edu-
cation across the countries of the Western Balkans (WB), examining existing
legal frameworks, national strategies and practical implementations in preuni-
versity and higher education systems. Although AI has gained global impor-
tance, the pace of its integration into educational systems varies significantly
among the countries of the world, including the countries of the Western Bal-
kans. In Serbia, the government has adopted a proactive approach, launching
a national artificial intelligence strategy (2020–2025) that includes the integra-
tion of AI content into primary and secondary education. The government
also supports AI research through dedicated institutes and higher education
programs focused on AI. Despite this, the actual presence of AI-specific leg-
islation in education remains limited, with most references to AI appearing
in policy documents rather than enforceable legal texts. In contrast, North
Macedonia and Montenegro have taken initial steps towards introducing AI
in their education sectors, with AI mentioned in broad digitisation strategies
but without specific education regulations. In these countries, AI is often seen
in the context of digital skills development rather than as a dedicated sub-
ject within educational programs. Meanwhile, Bosnia and Herzegovina faces
challenges due to its decentralised education system, where AI and technol-
ogy integration strategies differ between entities. Although there are refer-
ences to the modernisation of education with technology, the content and
legal framework specific to artificial intelligence are still in an early stage. This
chapter contributes to the growing body of research on the regulation of ar-
tificial intelligence by providing a comparative analysis of the integration of
AI into the educational frameworks of WB countries. It examines how Serbia,
North Macedonia, Montenegro and Bosnia and Herzegovina respond to the
global call for digitisation and AI education, exploring the extent to which na-
tional policies, legal frameworks, and strategic documents address AI in their
education systems. The chapter highlights both similarities and differences in
each country’s approach to AI in education, analysing how each nation’s legal
environment either supports or hinders the integration of AI into curricula at
primary, secondary, and tertiary levels. By presenting comparisons, this chap-
ter contributes to ongoing discussions on how the Western Balkans region can
leverage AI for education reform and broader social development, serving as a

Flogie, A., in Čotar Konrad, S. (ur.). 2025. Izobraževanje v dobi generativne umetne
inteligence: mednarodne smernice in raziskave. Založba Univerze na Primorskem.