Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Indonesian Journal of Islamic Education Studies (INJURIES) Journal of Education and Teacher Training Innovation (JETTI)
Dustnazar Omonovich Khimmataliev
Chirchik State Pedagogical University
Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Integration of Artificial Intelligence in Inclusive Education: Comparative Analysis of Uzbekistan, CIS Countries, and International Practices Dustnazar Omonovich Khimmataliev; Nilufar Parda Qizi Omonova
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.242

Abstract

This comprehensive systematic review utilized the PRISMA methodology to examine 45 peer-reviewed scholarly articles meeting specific criteria: (1) published during 2021-2024, (2) concentrated on AI implementation within inclusive educational contexts, (3) comprised empirical investigations or review analyses, and (4) accessible in English language. The analysis categorizes AI implementations into three primary domains: (1) supportive technologies for accessibility (representing 40% of examined studies), (2) individualized instructional systems (accounting for 35%), and (3) administrative automation tools (comprising 25%). Artificial Intelligence represents a transformative instrument within inclusive educational frameworks, facilitating customized learning experiences and enhancing educational access for learners with diverse abilities. This investigation delivers an in-depth and methodical examination of AI's influence on inclusive pedagogy, analyzing scholarly works published from 2021 through 2024 across major academic databases including Scopus, Web of Science, and ScienceDirect. The findings demonstrate that AI strengthens accessibility via adaptive resources, including visual content interpretation for students with sight impairments and audio-textual materials for learners with auditory challenges. Furthermore, it diminishes educators' clerical burden, enabling greater dedication to instructional mentorship. Concurrently, multiple obstacles persist, encompassing limited AI competency training, infrastructural deficiencies, disparate technological access, and privacy-related ethical concerns. Ultimately, AI presents considerable opportunities for advancing inclusive education and broadening access. Nevertheless, successful implementation necessitates addressing these substantial challenges. The research presents an integrated scholarly perspective on the merits, obstacles, and future possibilities of incorporating AI within inclusive educational settings.
Integration of Multiliteracy of Islamic Education Teachers in Strengthening the Quality of Learning and Religious Character of Students in the Era of Educational Globalization Dustnazar Omonovich Khimmataliev; Nilufar Pardaqizi Omonova; Akbar Namozovich Rasulov; Dilnura Sultonova
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 2 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i2.207

Abstract

Educational globalization and digitalization have transformed the learning landscape, demanding Islamic Education teachers master multiliteracy to remain relevant. However, multiliteracy competency gaps remain obstacles in integrating technology with Islamic values. This study examines the integration of multiliteracy among Islamic education teachers as a key competency in enhancing learning quality and strengthening students' religious character in the era of educational globalization. Employing a qualitative library research approach, this research investigates the urgency of multiliteracy, conceptual strategies for integration, and the challenges and opportunities faced by teachers. The findings reveal that multiliteracy is crucial for enabling teachers to filter information, adapt digital learning technologies, and embed Islamic values in line with 21st-century educational demands. Key findings indicate: (1) multiliteracy enhances learning effectiveness by up to 40% through TPACK integration, (2) teachers with multiliteracy competence develop students' religious character 35% more effectively, and (3) multiliteracy-based PjBL strategies increase student engagement by up to 50%. Conceptual integration strategies include curriculum development, digital technology utilization, project-based learning, and inter-teacher collaboration. The main challenges consist of limited digital skills, resistance to change, and insufficient continuous professional training. However, significant opportunities emerge from educational policy support, access to digital resources, and the reinforcement of religious moderation. This study contributes to the theoretical development of multiliteracy in Islamic education while offering practical implications for teachers, educational institutions, and policymakers. Practical implications include: (1) for teachers - concrete guidelines for implementing multiliteracy in Islamic education learning, (2) for institutions - frameworks for curriculum development and multiliteracy-based training, and (3) for policymakers - recommendations for regulations and budgets to strengthen digital competencies of Islamic education teachers.
Co-Authors Akbar Namozovich Rasulov Dilnura Sultonova Nilufar Parda Qizi Omonova Nilufar Pardaqizi Omonova