ABSTRACT This study examines how the integration of artificial intelligence (AI) tools into the education system affects the quality of learning and the working conditions of teachers. Using a mixed-methods design, we surveyed 1,840 students and 420 teachers across 36 secondary schools and universities, and supplemented the survey with classroom observation and an analysis of academic performance records over two semesters. The findings indicate that the use of AI-supported tutoring and feedback tools was associated with an average improvement of 14.6 percent in student performance, with the largest gains observed among lower-achieving learners. Teachers reported that AI reduced routine workload—such as marking and lesson preparation—by an average of 31 percent, allowing more time for individualised instruction. At the same time, the study identifies significant concerns regarding academic integrity, over-reliance on AI, and uneven access to technology. The results suggest that the benefits of AI in education are realised only when its adoption is accompanied by teacher training, clear assessment policies and measures to address the digital divide.
Artiqbaeva Mafruza (Mon,) studied this question.