Page 135 - Izobraževanje v dobi generativne umetne inteligence

Comparative Analysis of AI Regulation in Education Across Western Balkan Countries

The Kosovo Education Strategy (2022–2026) places digital learning as a core
objective, envisioning improvements in access to digital content, connecti-
vity, and devices. However, digital learning faces challenges such as student
disengagement and negative perceptions from both students and parents.
Moving forward, the strategy aims to make digital learning more student-
-centred and engaging, supported by institutional mechanisms like a dedi-
cated digitalisation unit.
The relevant legislation and initiatives concerning AI in education in Ko-
sovo focus on digital learning and the integration of technology into the
educational system. Kosovo Education Strategy (2022–2026) is the key stra-
tegic document that integrates digitalisation in education as one of its core
objectives. AI and digital platforms like Shkollat.org play a central role in this
transformation. The document outlines a strategic push for digital learning to
ensure it is part of a broader educational reform effort, focusing on access to
quality digital content, improving infrastructure, and fostering digital compe-
tencies among teachers and students.
Shkollat.org platform, launched in collaboration between Kosovo’s Mi-
nistry of Education, Science, Technology, and Innovation (MESTI), UNICEF,
and Microsoft, is the localised version of UNICEF’s Learning Passport. It acts
as a central repository for digital learning content and tools, including AI-
-supported educational content such as personalised learning through vir-
tual classrooms and interactive assessments. Shkollat.org is mentioned as a
key instrument for advancing digital education, with more than 12,000 video
lessons covering Grades 1–9 and skill-based programs for Grades 10–12. The
strategy emphasises the need for teachers to develop skills in using AI-powe-
red digital tools to create a student-centred learning environment. Training
programs are necessary to ensure that teachers are equipped to integrate
digital platforms and AI into their teaching processes.
In Kosovo’s education system, differences in approach between pre-uni-
versity and university levels reflect different focuses and goals. At the pre-
-university level, legislation and strategies, such as the Law on Primary and
Secondary Education and the Education Strategy 2022–2026, are primarily
aimed at ensuring access to education, establishing standards, and develo-
ping digital competencies through platforms such as Shkollat.org. Although
artificial intelligence is not explicitly mentioned, the emphasis on digitisation
may open up opportunities for future integration of AI. On the other hand, at
the university level, the Law on Higher Education emphasises accreditation,
institutional autonomy and quality assurance, but AI is not mentioned as an
integral part of the strategy. This shows that the university level is more ori-

135