Page 148 - Izobraževanje v dobi generativne umetne inteligence

Lejla Turulja and Amra Kapo

lenges are in the lack of a legal framework for AI and limited resources for
ICT. However, there is potential for future initiatives to introduce AI, with the
expansion of ICT infrastructure in schools.
Bosnia and Herzegovina faces a complex management of the education
system, without an explicit framework for AI, but with a focus on the de-
velopment of digital competences. Although the current use of AI is not
present, there is room for collaboration between entities to improve qual-
ity. The decentralized structure makes integration at the national level dif-
ficult, but improving the quality assurance system could bring significant
progress.
Kosovo has a digital platform Shkollat.org, which has the potential to ex-
pand to AI functions in the future. The current focus is on the development of
digital competencies, and the strategies point to the possibility of additional
AI features in digital learning. The key challenges are the low literacy rate and
limited professional training of teachers, but the young population and co-
operation with organizations like UNICEF provide an opportunity for further
development of AI in education.
Montenegro is focused on the development of digital skills and ICT,
recognizing AI in the context of data management, but not in educational
strategies. Plans for AI are included in the Digital Transformation Strategy
2022–2026, although economic challenges and insufficient commitment to
AI are evident. However, Montenegro is in line with the EU’s goals for digi-
tal competences, which could help further the application of AI initiatives in
education.
North Macedonia focuses on modernizing the education system but still
does not have a specific AI policy. AI is mentioned in the concept, but there
are no concrete applications. It is possible that AI will be integrated into voca-
tional education and training (VET) and other educational reforms. Although
the AI strategy has been delayed and the infrastructure to implement it is
limited, efforts to align with EU standards offer potential opportunities for
progress.
Serbia has the most developed approach to AI in education in the West-
ern Balkans, with a comprehensive strategy for AI 2020–2025 that includes AI
in the curriculum and support for research. AI is already being applied at all
educational levels. A new law on AI is expected by 2025, and a national strat-
egy is under development. Challenges include continued support, as well as
ethical and legal issues, but a strong research infrastructure and education
reform initiatives give Serbia significant potential for further application of AI
in education.

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