Центральноазиатский журнал академических исследований 4-jild 6-son (2026) · 30–34-betlar

ETHICAL AND TRANSFORMATIVE AI INTEGRATION IN FINNISH EDUCATION: STRENGTHENING TEACHER AI LITERACY IN THE AGE OF EDUCATION 4.0

Baltabayeva, Farangiz, Ravshanbekova, Guloy

DOI: 10.5281/zenodo.20696089 · Manbada o'qish → · PDF (manba serverida)

Annotatsiya

Artificial intelligence (AI) is increasingly reshaping educational systems worldwide, influencing pedagogy, assessment, governance, and lifelong learning. While many countries pursue AI-driven education reforms to enhance efficiency and personalization, these initiatives raise significant ethical, social, and pedagogical concerns. Finland, widely regarded as a global leader in equitable and learner-centered education, has adopted a cautious and human-centered approach to AI integration. However, despite strong national strategies and policy commitments to ethical AI, a critical gap remains in the AI literacy of teachers. This paper critically evaluates Finland’s approach to AI and educational technology integration with a particular focus on teacher AI literacy as a prerequisite for ethical, inclusive, and transformative practice. Drawing on constructivist learning theory, socio-technical systems theory, and transformative learning perspectives, the paper analyzes Finland’s policy frameworks, implementation challenges, evaluation practices, and ethical implications. 

Artificial intelligence in education, teacher AI literacy, Finland, ethical AI, Education 4.0, transformative learning.

Metadata manbasi: jurnal OAI-PMH arxivi · Sindex to'liq matnni saqlamaydi, manbaga havola beradi.