Artificial Intelligence and Foresight for a Decolonized Education Model in Niger

The aim of this study is to examine the integration of artificial intelli-gence (AI) into music education within the framework of the Century of Türkiye Education Model (CTEM) and to identify its strengths, weaknesses, opportunities, and threats (SWOT) based on current literature and national policy documents. The analysis primarily draws on the Common Text of Curricula of the CTEM, which outlines the model’s general principles. The study employed document analysis as the data collection method. Official documents published by the Ministry of National Education, along with academic studies published between 2023 and 2025 that directly address the use of AI in education in general or music education in particular, were examined. The findings of the SWOT analysis indicate that AI-supported music education is largely compatible with the vision of the CTEM. Strengths include personalized learning experiences, support for student creativity, the development of digital competencies, and the reduction of teachers’ workload. Opportunities include enriching hybrid and online lear-ning models, fostering global collaboration, and supporting lifelong learning. In contrast, technological infrastructure deficiencies, inequalities in access, reduced human interaction, superficial learning, data privacy concerns, and uncertainties regarding copyright emerge as weaknesses and threats. In conclusion, while the integration of AI into music education offers opportu-nities to reinforce the value-based and inclusive vision of the CTEM, it also entails ethical, pedagogical, and technological challenges that require care-ful management. By addressing the potential contributions and risks of AI in music education from a multidimensional perspective, this study provides a balanced evaluation of how the CTEM may engage with the requirements of the digital age.

This study analyses artificial intelligence (AI's) impact on education in Africa, focusing on personalized learning, technology integration, and challenges in educational development. This review explores the transformative role of Artificial Intelligence (AI) in reshaping educational landscapes across Africa. As the continent strives for inclusive and quality education, AI emerges as a potent tool with the potential to address educational challenges, enhance learning outcomes, and bridge existing gaps. The review delves into various applications of AI in education, ranging from personalized learning experiences to adaptive assessment methodologies, and examines their impact on diverse learning environments. It gives an overview of the current state of education in Africa, the review highlights the disparities in access, quality, and infrastructure. It also investigates the innovative ways in which AI technologies are being integrated into educational systems. AI-powered adaptive learning platforms, virtual tutors, and intelligent content delivery systems are analyzed for their effectiveness in catering to the diverse needs of students across the continent. The review also addresses the potential of AI in overcoming language barriers, promoting literacy, and fostering digital skills development. Moreover, it explores the role of AI in facilitating teacher support, professional development, and administrative tasks, thereby contributing to the overall improvement of the education ecosystem. Ethical considerations, privacy concerns, and the digital divide are critically examined to ensure that the integration of AI in education aligns with ethical standards and promotes equitable access. Case studies and pilot projects from various African countries are presented to illustrate successful implementations, challenges faced, and lessons learned. Furthermore, the review discusses the importance of collaborative efforts involving governments, educational institutions, technology developers, and the private sector. Policy recommendations and strategic initiatives are explored to guide the responsible and sustainable integration of AI in education across the diverse socio-economic and cultural contexts prevalent in Africa. In conclusion, the review synthesizes the current state of AI in education in Africa, offering insights into its potential to revolutionize learning environments. The transformative power of AI in addressing educational challenges and fostering a culture of continuous improvement is underscored, paving the way for a more inclusive, accessible, and innovative education landscape in the African context.
 Keywords: Artificial Intelligence, Education, Transform Learning, Environments, Africa.

Artificial intelligence and technologies have started to directly affect and steer humanity with the developments in science and technology in recent years. Artificial intelligence is like a living organism that thinks, decides and remembers for humans. The effects and consequences of this situation on individuals and societies are explicitly predicted and observed. However, how these results will affect our future in the long term remains a big question mark. It seems likely that countries will add artificial intelligence and coding literacy skills to their curricula in order to raise awareness of their citizens in the face of these possible questions and problems in the coming years. Nowadays, understanding artificial intelligence is key to using technology effectively. Students’ perceptions of this concept is crucial because of this. This present study aimed to determine the metaphorical perceptions of middle school students about the concept of artificial intelligence. Also, it is a qualitative study with phenomenological design principles. The study group consisted of 86 students studying in the 5th, 6th, 7th and 8th grades of a private school affiliated to the Ministry of National Education (MoNE) of the Republic of Turkey. The students were asked to complete the sentence “Artificial intelligence is like... because...”. The data obtained from the research were analyzed by content analysis method. As a result of the research, it was determined that middle school students developed 51 different metaphors about the concept of artificial intelligence. It was found that these metaphors developed by the students were diverse and creative. The most frequently used metaphors are human (10), brain (8), robot (4), technology (3) and scientist (3). The metaphors developed by the students about the concept of artificial intelligence were separated in 4 different categories. These categories are technical/object, human/subject, nature-related and interesting/other. Middle school students perceived the concept of artificial intelligence mostly through human subjective elements. In addition, it was observed that students perceived the concept of artificial intelligence in a very broad perspective.

Introduction. The article analyzes the scientific, political and social directions of technology development using artificial intelligence in the context of the global digital race. The strategies for achieving technological sovereignty, adopted by the largest countries of the world, and the place and role of artificial intelligence in them are analyzed. Special attention is paid to the analysis of statistical indicators of the achievements of the world's leading states in the field of digital technologies. The scientific, political, economic, regulatory and social resources of the Russian Federation are also being explored, allowing them to become one of the global leaders in digital and technological development.Methodology and sources. The theoretical and methodological base of the study were the classical socio-economic concepts of technological and innovative development (K. Marx, T. Veblein, J. Schumpeter etc.). In the practical part of the study, we used such methods as analysis of documents (reports of the Analytical Center for the Government of the Russian Federation and the Competence Center of the NTI “Artificial Intelligence” of the Moscow Institute of Physics and Technology, analytics from the the Russian International Affairs Council, Oxford Insights, Tortoise etc.) and comparative analysis. The empirical base was data from an analysis of the experience of China, the United States, India and the Russian Federation in developing their own strategies for the development of artificial intelligence technologies.Results and discussion. As a result of the study, we were able to trace how the active actions of the world's largest countries in the conceptualization of steps to develop artificial intelligence are reflected in the construction of the state's technological sovereignty. The analysis made it possible to describe the Russian model of supporting the development of technologies using artificial intelligence as a “Moscow consensus”, characterized by a social orientation of the results.Conclusion. In the structure of technological sovereignty, artificial intelligence plays an important role as a strategic component that contributes to the achievement of digital sovereignty. In the foreseeable future, the critical impact of the dependence of Russia's scientific and technological development on imported solutions and other external factors is obvious, which requires a thorough examination of the situation and a public discussion of any actions for the transition of Russian industry to Industry 4.0. At the same time, it is important to realize that the prospects for technologies using AI are vague without political decisions and financial support.

At the dawn of the twenty first century, the educators and young people in Turkish schools face a profoundly changed world regarding new information and communication technologies that are being applied in educational processes. This paper investigates the World Links for Development (WorLD) Programme, which has been in place to introduce new learning methodologies in some pilot schools of the Ministry of National Education (MONE) in cooperation with the World Bank Institute (WBI) since September 1998. This challenging WorLD programme, which is in place in 26 countries, encompasses the innovative, cross-cutting series of activities to strengthen teaching and learning at the level of the school and classroom developed by the World Links for Development (WorLD) and Basic Education Programme (BEP), respectively, both of which focus on youth, educators, and policy makers in Turkey. Indeed, to attain desired long term sustainable development, the MONE must ensure that the youth, who comprise a significant proportion of our population, acquire the knowledge lifelong learning skills, and values and attitudes they need to become active, productive members of the society. After the implementation of the pilot phase of the World Links project, the MONE has decided to expand the project over selected 67 schools in 43 provinces to meet high quality education demand of the youth.

ChatGPT and other artificial intelligence applications speed up scientific writing.

This study explores the transformative role of artificial intelligence (AI) in addressing challenges in English Medium Instruction (EMI) in higher education in Japan, such as limited teacher availability and diverse English proficiency levels among students. By incorporating AI tools like ChatGPT, DeepL, and Grammarly into an EMI course, the research examines AI’s potential to enhance student engagement, collaboration, and bridge language proficiency gaps. Using Q-methodology to capture subjective viewpoints, the study involved 32 Japanese students. Participants sorted 16 statements about AI’s role in education on a scale from -3 to +3. Principal component analysis (PCA) revealed three principal components explaining 72% of the variance: The Isolated User: This group acknowledges AI’s benefits for critical thinking and personalization but expresses concerns about over-reliance and reduced engagement. The Collaborator: This perspective emphasizes AI's role in enhancing active learning and addressing diverse needs while noting challenges in cultural sensitivity and personalization. The Optimist Challenger: This viewpoint is largely positive, seeing AI as crucial for boosting engagement and preparing students for global markets, though it also highlights concerns about AI replacing traditional teaching methods and increasing technological divides. The study concludes that AI can significantly enhance learning experiences by personalizing education and overcoming language barriers. However, potential drawbacks include student dependency on technology, reduced engagement, and cultural insensitivity. Effective AI integration in EMI necessitates robust training for both students and teachers and ongoing research to refine AI applications. Future research should focus on longitudinal studies to monitor AI’s impact and conduct additional Q-sorts to capture changes in student attitudes, providing deeper insights into the effectiveness of educational strategies.

Technological developments raise the importance of intellectual and intangible production day by day. It is critical for the future of countries to adapting this change, as the share of human production has decreased and automation and artificial intelligence has extended. Countries make a great effort to claim rights for innovative products and to increase their competitiveness. Intellectual property rights (IPR) are the key for ownership of products, economic development and promoting innovative technologies. Therefore, most developed and developing economies prioritize the IPR and innovative production. While Türkiye was at a quite low level in IPR outputs at the beginning of the 2000s, a drastic performance increase was in the last 20 years. However, Türkiye’s performance is not adequate to reach the new IPR targets in the Turkish strategy documents including “11th Development Plan (2019-2023)” and “National Intellectual Property Rights Strategy Plan – Status Analysis Report”. The Ministry of National Education (MoNE) has recently prioritized IPR via raising the awareness of education stakeholders, establishing monitoring mechanisms and setting targets, establishing cooperation with other stakeholders, and increasing the production capacity of educational institutions. Additionally, teacher training on IPR was intensified, R&D centers were established, and the IPR was prioritized in large-scale projects. The improvements provided solid results in a short time, and the number of IPR applications and registrations from MoNE institutions increased tremendously. Consequently, the steps of the MoNE show that concrete results can be achieved in a short time with dedicated and holistic IPR improvements. It is recommended to expand these efforts and increase cooperation in order for Türkiye to achieve its recent targets in IPR.

This theoretical study delves into the symbiotic relationship between Translation Studies and Artificial Intelligence (AI), emphasizing the need for collaboration between these two fields. The study explores the challenges and opportunities for developing Translation Studies with AI and presents proposals for advancing the integration of AI in the field. The integration of AI in translation practices has the potential to enhance translation efficiency, overcome language barriers, and expand access to the information. However, this integration also raises the important ethical considerations, such as the role of human expertise in translation, the accuracy and cultural appropriateness of translations, and the impact of AI on the workforce. The study highlights the importance of integrating AI-related topics into the curriculum of Translation Studies programs, fostering collaborative research projects between scholars and AI developers, and addressing the need to bridge the gap between AI's IQ and EQ capabilities. Translation Studies can play a crucial role in improving AI systems' accuracy and cultural sensitivity in translation by providing valuable insights into the cultural nuances, context, and ethical considerations. By leveraging the expertise of Translation Studies, AI developers and researchers can enhance the performance of AI-based translation systems, ultimately improving the quality and impact of AI in translation. Therefore, this study supports the collaboration between Translation Studies and AI to improve the quality of translation services and promote the widespread use of culturally sensitive translations.

Purpose This study aims to explore how artificial intelligence (AI) tools influence the academic success and adaptation of international students in higher education. It examines the benefits, challenges and ethical considerations including academic integrity of integrating AI in learning environments. Design/methodology/approach An exploratory qualitative research approach was employed, utilising semi-structured interviews with postgraduate international students from diverse backgrounds. Findings The findings suggest that AI tools enhance academic performance by offering personalised learning, immediate feedback and efficient assessment. However, concerns about ethical use, over-reliance and the potential impact on critical thinking and academic integrity were prominent in the contexts of assessments and learning experiences. Originality/value The research offers unique insights by focusing on postgraduate international students, an often-underrepresented group in AI education studies. Their distinctive challenges, including adapting to new academic environments and overcoming language barriers, make them a particularly valuable sample for understanding the role of AI in higher education. This focus allows the study to contribute new perspectives on how generative AI (GenAI) tools like Grammarly and ChatGPT facilitate academic performance improvement, especially in enhancing writing proficiency and managing academic expectations. These findings extend the discussion by specifically addressing the experiences of international students in postgraduate studies, a demographic where AI’s impact has been less explored.

This chapter highlighted the impact of artificial intelligence (AI) in achieving quality education. The purpose of this chapter was clearly articulated by investigating the intersection of AI and education by considering its role in educational technology through AI-powered learning management system, personalized learning, virtual and augmented reality among others. The various ways of enhancing teaching methods using AI-driven tutoring systems, adaptive learning platforms, intelligent classroom assistants were constructively considered. Literature review showed the various ways that artificial intelligence have been used in addressing inequality in education by helping to mitigate learning disparities in diverse student populations, overcoming language barriers through AI translation and bridging the digital divide. The challenges and ethical considerations in educational AI system were identified as Bias in AI algorithms and privacy concerns. The various strategies mitigating these challenges relating to AI use in education to achieve quality education were also captured. However, the policy implications and governance regarding AI use in education including international collaboration for standardization to assist in enhancing responsible AI implementation to achieve quality education were also properly presented. The outcome of the investigations showed that with the active collaboration of the major stakeholders in education in its implementation, artificial intelligence has improved the quality of education globally.

This study aimed to examine the cognitive structures of primary school students regarding the concept of artificial intelligence. The research was conducted with 302 students enrolled in public schools affiliated with the Ministry of National Education in Afyonkarahisar, Türkiye, during the 2024–2025 academic year. The Artificial Intelligence Word Association Test (AI-WAT), developed by the researchers, was employed as the data collection tool. The students’ responses were analyzed using the Breakpoint Technique proposed by Bahar et al. (1999), and the data were visualized through concept networks. Descriptive analysis was used to evaluate the data. The results reveal that while most students have a limited understanding of artificial intelligence, they generally hold positive perceptions toward the concept. The most frequently associated concepts are “robot,” “ChatGPT,” and “Google.” Students report using AI tools primarily for information retrieval, entertainment, and completing homework. Moreover, they commonly associate AI with frequently used digital devices such as phones, computers, and tablets. Overall, the findings suggest that students’ cognitive structures regarding artificial intelligence reflect a multidimensional understanding, integrating technological familiarity with abstract conceptual associations.

This study is devoted to the consideration of the peculiarities of the policy of the EAEU states in the field of artificial intelligence (AI) in the context of global technological confrontation.Aim. To identify the key directions of the strategy of the EAEU member states in the field of AI, as well as to identify priority policy directions in this area at the union level.Tasks. To analyze the results of the development of the AI industry in Armenia, Belarus, Kazakhstan, Kyrgyzstan and Russia, to consider the main economic indicators, achievements in the creation of computing infrastructure, the development of their own research and development in the field of AI, to identify the main provisions of the key official documents of the EAEU member states in the field of AI. To identify the main directions of AI policy at the Union level.Methods. Research of official documents and on the basis of information and analytical technologies, comparative analysis, content analysis, inductive method using approaches of critical geopolitics.Results. The study showed that the policy of the EAEU countries in the field of AI is characterized by a focus on external technologies and investments, the creation of hotbeds of technological growth, largely due to the efforts of large commercial organizations around which the AI ecosystem is being built, including infrastructure, education and R&D. In conditions of relatively small domestic investments, the implementation of research and development results is largely associated with participation in international outsourcing projects. Against the background of increasingly escalating global technological competition, it is of paramount importance for the EAEU to strengthen its own technological sovereignty and to develop as soon as possible a unified union policy in the field of the most advanced technologies, including in the field of AI, as a conceptual basis for the development of bilateral and multilateral cooperation formats both within the EAEU itself and with other countries.Conclusions. International cooperation in high-tech spheres is becoming particularly relevant not only in the context of the accelerating transition to a new technological order, but also against the background of escalating trends of decoupling, concentration of technologies, tightening of sanctions policy. For the EAEU, the development of a unified AI policy is of priority importance, which will contribute to the intensification of scientific and technical cooperation, strengthening integration potential and technological sovereignty.

This study looks at how Artificial Intelligence (AI) can help make health information more accessible to everyone. By using artificial intelligence, medical information can be made easier to understand and more available to everyone. The study uses a literature review method. It carefully chooses articles published from 2020 to 2024 from trusted academic databases like EBSCO, ScienceDirect, and ProQuest. The articles were chosen based on how relevant they were and the latest developments in using AI for sharing health information. The results show that AI can effectively translate complex medical words, offer personalized health information, and overcome language barriers using advanced language technology. Also, AI can help disadvantaged communities by making it easier for them to get health information and by reducing the spread of false information using fact-checking programs. The study highlights how important interactive AI tools are for getting users involved and shows how these tools can be used for data-driven public health projects. This study shows that AI can play a big role in creating a fairer and better-informed society. In conclusion, the study highlights how important it is to think about ethics and to share fair and accurate information.

Introduction: in recent years, artificial intelligence (AI) has significantly advanced across various fields, including linguistics, particularly in translation. While AI offers substantial opportunities for translation automation, scholarly debates continue regarding its reliability and impact on the translation process.Purpose: This study aims to analyze the role of artificial intelligence in automating linguistic research and to provide a comprehensive evaluation of its main advantages and limitations compared to human translation.Method: The study employs a systematic literature review based on scientific articles from Google Scholar, ResearchGate, and Scopus. A total of 55 scientific articles were analyzed, 25 specifically focused on automated translation's characteristics and challenges.Results: The findings indicate that collaboration between human translators and artificial intelligence is the most effective approach. AI is an auxiliary tool that enhances translation efficiency but cannot fully replace human translators due to their unique ability to convey emotions, cultural subtleties, and linguistic nuances. AI has great potential in overcoming language barriers but remains limited in comprehending cultural context and stylistic intricacies.Conclusion: The optimal use of AI in translation is in cooperation with human translators. While AI can significantly augment translation efficiency, it cannot entirely replace human expertise, particularly in literary and academic texts.