Page 150 - Izobraževanje v dobi generativne umetne inteligence

Lejla Turulja and Amra Kapo

countries, such as North Macedonia and Montenegro, are committed to mod-
ernizing the education system through the development of digital skills but
still do not have specific policies that would enable the wider application of
AI in education. On the other hand, in Bosnia and Herzegovina, the complex
government structure and decentralized education system make it difficult to
create a unique strategy for AI, while Kosovo and Albania are in the early stag-
es of developing digital infrastructure, with AI being a peripheral goal for now.
These differences point to the need for harmonizing strategic frameworks
and additional efforts in building a common approach so that the countries
of the Western Balkans can successfully use the benefits of AI in education.
The adoption of good practices applied by Serbia could benefit other coun-
tries in the region, but at the same time it would be useful to consider the
approaches implemented by the European Union. The European Union has
developed a comprehensive framework for the responsible use of AI in edu-
cation, emphasizing ethical principles, privacy protection, transparency and
inclusiveness (Zawacki-Richter et al., 2019; Schleicher, 2018). Implementation
of these principles could help the countries of the Western Balkans to inte-
grate AI in a way that supports inclusive and quality education, while at the
same time ensuring the protection of students’ rights and the ethical use of
technology.
Future steps for the region include increasing resources for infrastructure
development, teacher training, and the formulation of clear policies and legal
frameworks that would enable the integration of AI into the education sys-
tem. Through cooperation and harmonization with European Union stand-
ards, the countries of the Western Balkans can use AI as a tool to transform
educational systems and prepare students for work in a global digital envi-
ronment. Additionally, regional cooperation and exchange of experiences
between countries could speed up the process of introducing innovations,
enabling faster adaptation to common European educational goals.

References
Brynjolfsson, E., & McAfee, A. (2017). The business of artificial intelligence: What it can—
and cannot—do for your organization. Harvard Business Review.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and
implications for teaching and learning. Center for Curriculum Redesign.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An
argument for AI in education. Pearson.
Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education.
International Journal of Artificial Intelligence in Education, 26(2), 582–599.

150