Page 132 - Izobraževanje v dobi generativne umetne inteligence

Lejla Turulja and Amra Kapo

Hence, following a complex structure, education laws and strategies are de-
fined by authorities at the entity, canton, and district levels, as well as the co-
untry’s constitutional governance structure. While there are four framework
laws at the state level, covering preschool education, primary and secondary
education, vocational education and training (VET), and higher education,
their implementation varies across different administrative units. All admi-
nistrative units are required to harmonise their local legislation with these
state-level framework laws to maintain a minimum level of coordination and
to align with international standards. However, in practice, policy integration
and strategic alignment differ significantly between units. Education policy
and strategic planning are not systematically aligned across the country. For
example, there is no state-level strategy outlining national priorities for scho-
ol education, leaving such decisions to administrative units, some of whi-
ch lack the capacity to develop comprehensive strategies, implementation
plans, and monitoring frameworks to support educational improvements.9
There is currently no state-level strategy for education that sets unified pri-
orities for school education across the country. Instead, education policy and
strategic planning are carried out at the level of administrative units, leading
to disparities in educational quality and focus. Additionally, AI in education is
not explicitly mentioned in any of the framework laws or strategic documents
reviewed. The focus remains on improving digital competencies and integra-
ting ICT into the education system, with AI being an underdeveloped area in
educational policies.
At the pre-university level, the focus is on ensuring access to education,
standardisation and digital literacy, while specific regulations on AI are al-
most non-existent. Documents such as the Framework Law on Primary and
Secondary Education in BiH emphasise the rights of students and the unifor-
mity of educational standards but do not include AI. On the other hand, at
the university level, documents such as the Strategy for the Development of
Higher Education in BiH 2016–2026 and the Strategy for the Development of
Science and Technology in the Republic of Srpska 2023–2029 emphasise aca-
demic freedom, quality assurance of education and international standards,
but AI is only marginally mentioned. , mainly through digital skills and ICT in-
frastructure. This approach highlights the difference in priorities for primary
and secondary education compared to higher education, where innovation
and research are more prevalent.

9 https://www.oecd-ilibrary.org/docserver/a669e5f3-en.pdf?expires=1729076070&id
=id&accname=guest&checksum=DC55A7C6DFD15F6C480CBC2FD787E61F

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