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Abstract
This article analyzes the possibilities of using intelligent tutoring systems in the teaching of law in general secondary schools, taking into account the regulatory and institutional specificities of Uzbekistan. The relevance of the topic is determined by the simultaneous development of two processes: the digitalization of school education and the growing demand for the early formation of legal culture, legal immunity, and skills of responsible civic behavior. In Uzbekistan, these tasks are directly linked to the Law “On Education,” the concept of raising legal awareness and legal culture in society, the course toward digital transformation, as well as new decisions on the development of artificial intelligence and the inclusion of legal-educational components in school subjects[1]. From a methodological perspective, the study is based on a legal analysis of the normative acts of the Republic of Uzbekistan and a comparative analysis of international recommendations issued by UNESCO and the OECD, as well as on a review of modern studies on the effectiveness of intelligent tutoring systems in education[2]. The article demonstrates that intelligent tutoring systems can enhance the personalization of learning, improve feedback, and facilitate the acquisition of legal concepts and scenarios for applying legal norms, especially in topics related to children’s rights, civic duties, digital safety, and basic legal reasoning. At the same time, their introduction into school-based law education is limited by a number of factors: the risks of errors and “hallucinations,” issues related to the protection of minors’ personal data, uneven digital infrastructure, a shortage of methodological models, and the need to preserve the leading role of the teacher. The article concludes that, for Uzbekistan, a technologically abstract model of implementation is less appropriate than a phased approach: first, in the form of a teacher’s assistant and an adaptive training tool; then, as an element of blended learning; and only after regulatory and methodological testing, as part of a broader ecosystem of digital school education. The practical value of the article lies in formulating recommendations for ministries, schools, and developers of EdTech solutions.
[1] Law of the Republic of Uzbekistan “On Education” No. ZRU-637 dated September 23, 2020.
[2] UNESCO. Guidance for Generative AI in Education and Research. Available at: https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research
References
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