Teacher Readiness for Human-Centred Generative AI Integration in Uzbekistan
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Published in Vol. 6 No. 1 (2026) of Asian Journal of Academic Research.
Asian Journal of Academic Research (AJAR) (ISSN: 2313-6596) is an international, peer-reviewed, open-access scholarly journal dedicated to publishing high-quality, original research across a broad range of academic disciplines. The journal provides a global platform for researchers, academics, professionals, and policymakers to disseminate innovative findings, exchange knowledge, and promote interdisciplinary collaboration.
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Generative artificial intelligence (GenAI) is rapidly changing educational practices, yet the effectiveness of its integration depends less on technological availability than on teachers’ pedagogical, ethical, linguistic, and organizational readiness. This study examines teacher readiness for human-centred GenAI integration in English-medium and international-school classrooms in Uzbekistan, where multilingual education, expanding international curricula, and accelerated digital transformation create a distinctive educational context. Drawing on the Technological Pedagogical Content Knowledge framework, technology acceptance research, teacher cognition theory, and recent international AI competency frameworks, the study develops a multidimensional conceptual model of teacher readiness. The proposed model integrates AI literacy, pedagogical readiness, English-medium instructional competence, ethical awareness, perceived usefulness, self-efficacy, institutional support, and human agency. A mixed-methods empirical design is proposed for future validation through teacher surveys and semi-structured interviews. The analytical synthesis indicates that readiness should not be conceptualized as simple willingness to use AI but as the capacity to evaluate, adapt, govern, and pedagogically integrate GenAI while preserving teacher agency and student-centred learning. The study argues that professional development in Uzbekistan should move beyond technical AI training toward context-sensitive, multilingual, ethically grounded, and institutionally supported models of teacher development.
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