Abstract
This study aims to examine how the use of Generative AI affects the development of cognitive skills among future professionals in the multilingual and multicultural education system of Kazakhstan. To achieve this, a combination of quantitative survey data and qualitative insights from semi-structured interviews was used. The research sample consisted of 148 fourth-year students from Kazakh- and Russian-language communities. Quantitative data were analyzed using descriptive statistics and the non-parametric Kruskal–Wallis H test to evaluate differences in perceptions. The findings show that participants mainly viewed AI as a supportive cognitive resource that helped them engage in the learning process and personalize their learning experience. The highest scores were observed in the Cognitive and Motivational Drivers dimension, while the Self-Directed Learning dimension suggests that students approached AI-assisted learning with some caution. The results indicate the presence of a blended learning model in which students integrate modern technologies into their education while continuing to rely on traditional learning approaches. No statistically significant differences were found between the two language groups, indicating similar attitudes toward AI. However, the findings cannot be generalized because of the specific context and the limited scope of the study.