Artificial Intelligence and Educational Equity in Central Asia: Challenges and Opportunities for Uzbekistan's Higher Education System
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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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The rapid advancement of artificial intelligence technologies presents both unprecedented opportunities and significant challenges for higher education systems worldwide, with particular implications for developing nations and transitioning economies. This paper examines the intersection of artificial intelligence and educational equity within the context of Uzbekistan's higher education sector, a system undergoing substantial reform and digital transformation. Through a comprehensive review of international scholarship, policy documents, and institutional reports, this research investigates how AI technologies can be leveraged to enhance access, quality, and equity in higher education while simultaneously identifying the structural, infrastructural, and pedagogical barriers that may exacerbate existing inequalities. The findings reveal that while AI offers remarkable potential for personalised learning, automated administrative processes, and expanded access to educational resources, its effective and equitable implementation in Uzbekistan requires addressing significant challenges related to digital infrastructure, educator preparedness, linguistic representation, and socioeconomic disparities. The paper proposes a strategic framework for equitable AI integration that emphasises context-sensitive policy development, investment in human capacity, and the cultivation of AI literacy among all stakeholders. This research contributes to the growing body of scholarship on educational technology in Central Asia and offers practical recommendations for policymakers, institutional leaders, and educators seeking to harness AI's potential while safeguarding educational equity.
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