Page 137 - Izobraževanje v dobi generativne umetne inteligence

Comparative Analysis of AI Regulation in Education Across Western Balkan Countries

Public education, extending to the university level, is secular, allowing religi-
ous activities solely within secondary religious institutions.
Montenegro considers education essential for societal development and has
implemented substantial reforms in recent years to align its educational system
with contemporary standards and EU legislation. The reforms have encompas-
sed all educational levels, alongside the implementation of new laws and amen-
dments to guarantee quality and alignment with international standards.19
Public financing for education is primarily handled at the central level, with
some contributions from local self-governments, particularly for up-to-uni-
versity education. Several strategies have been developed to improve spe-
cific areas of the education system, including early childhood education,
vocational training, and teacher education. These documents emphasise
aligning education with labour market demands, promoting practical skills,
and fostering lifelong learning. However, the Digital Transformation Strategy
of Montenegro (2022–2026) does acknowledge the potential of AI as a tool for
data management and decision-making, though its role in education is not
directly addressed.
In Montenegro, education regulation at the pre-university and university
levels shows different priorities in the development of digital competenci-
es and the integration of technology. At the pre-university level, documents
such as the General Law on Education and Upbringing and the Strategy for
Early and Preschool Education 2021–2025 emphasise access to education,
equality and inclusiveness without specific references to artificial intelligen-
ce. The focus is on ensuring quality and equal opportunities in education,
with an emphasis on the professional development of teachers and digital
skills. On the other hand, the university level, which includes documents such
as the Law on Higher Education, focuses more on institutional autonomy,
accreditation, and quality assurance in accordance with the European Credit
Transfer System (ECTS). Although AI is not directly mentioned in the educa-
tional context at the university level, digital transformation is recognised as
an important factor, especially through the Digital Transformation Strategy
2022–2026, which supports the development of digital capacities and may
pave the way for the future application of AI in education.

− General Law on Education and Training.20 This law governs the overall
organisation and functioning of the education system in Montene-

19 https://eurydice.eacea.ec.europa.eu/national-education-systems/montenegro/overview
20 https://www.katalogpropisa.me/wp-content/uploads/2020/12/056-Opsti-zakon-o
-obrazovanju-i-vaspitanju-Odlomak.pdf

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