This article explores the integration of Artificial Intelligence (AI) into the education system of Uzbekistan, with a particular focus on enhancing metacognitive strategies. Metacognition—defined as learners' ability to plan, monitor, and evaluate their learning processes—is critical for fostering independent and reflective thinking. AI-based educational applications, such as intelligent tutoring systems and adaptive learning platforms, have proven effective in supporting metacognitive development by offering real-time feedback, individualized learning paths, and tools for self-regulation. In the context of Uzbekistan’s national educational reforms, the use of such technologies aligns with strategic goals for digitalization and competency-based learning. However, successful implementation requires attention to cultural and pedagogical alignment, financial sustainability, teacher training, and ethical considerations. This paper underscores the importance of localized AI solutions that respect the multilingual and multicultural dynamics of Uzbekistan, particularly the mahalla-based learning traditions. Empirical evidence, both global and local, suggests that well-implemented AI tools can significantly improve learners’ autonomy, engagement, and critical thinking. With continued investment and policy support, Uzbekistan is poised to emerge as a regional leader in AI-enhanced education.
| Mualliflar | Иргашева, Мадина |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2025-06-08 |
| Jild | 5 |
| Son | 1 |
| Betlar | 411-419 |
| Til | Ingliz |
Метакогниция, Искусственный интеллект, Образовательные технологии, Узбекистан, Саморегулируемое обучение, Цифровая педагогика, Интеллектуальные обучающие системы, Культурная адаптация, Metacognition, Artificial Intelligence, Educational Technology, Uzbekistan, Self-regulated Learning, Digital Pedagogy, Intelligent Tutoring Systems, Cultural Adaptation
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