Аңдатпа
The study aims to identify the key barriers and drivers of artificial intelligence (AI) integration in geographical education through a comparative analysis of Kazakhstan and Uzbekistan, where digital transformation processes develop in parallel but differ in institutional and pedagogical orientation. A mixed-methods approach was applied, combining document analysis of national education digitalization policies with an online survey of 966 educators (471 from Kazakhstan and 495 from Uzbekistan), including schoolteachers, college instructors, and university lecturers. The analysis focused on levels of digital competence, institutional readiness, and practical integration of AI tools in teaching geography. The findings reveal notable cross-country differences. Kazakhstan demonstrates a practice-oriented approach emphasizing digital pedagogy, interactive mapping, and applied use of AI in spatial analysis. Uzbekistan, in contrast, prioritizes the development of academic infrastructure and research platforms for AI. Common barriers include weak Internet connectivity in rural areas, limited teacher training, lack of methodological frameworks, and psychological resistance to innovation. However, strong drivers are evident—state support for digital education, the spread of geospatial analytics, and the emergence of AI-based tools for spatial modeling and personalized learning. The study provides one of the first comparative assessments of AI adoption in geographical education across Central Asia. It conceptualizes AI not as a replacement for teachers but as an intelligent partner that enhances research thinking, spatial imagination, and cognitive autonomy, laying the foundation for sustainable digital transformation of geographical education.