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All Journal Cognitionis Civitatis et Politicae Journal Emerging Technologies in Education
Dildora Khodjaeva
Bukhara State University
Social Sciences

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THE GOVERNANCE OF ARTIFICIAL INTELLIGENCE: A COMPARATIVE POLICY ANALYSIS OF AI ETHICAL GUIDELINES IN SOUTHEAST ASIAN NATIONS Dikdik Firman Sidik; Unggul Sagena; Mehriniso Davletova; Dildora Khodjaeva
Cognitionis Civitatis et Politicae Vol. 2 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/politicae.v2i3.2986

Abstract

The rapid development of Artificial Intelligence (AI) presents both opportunities and challenges for Southeast Asian nations, particularly in terms of governance and ethical considerations. While AI has the potential to drive economic growth and innovation, it also raises concerns about privacy, fairness, accountability, and transparency. However, the governance frameworks across Southeast Asia remain inconsistent, with countries at varying stages of implementing AI ethical guidelines. This study aims to conduct a comparative analysis of AI ethical policies across five Southeast Asian countries: Singapore, Malaysia, Indonesia, Thailand, and the Philippines. The research explores how these nations are addressing key ethical issues in AI governance and identifies gaps in their frameworks. A qualitative research design, using document analysis and semi-structured interviews with policymakers and experts, was employed to gather data on national AI strategies, regulations, and ethical guidelines. The findings reveal that Singapore and Malaysia have developed comprehensive and advanced AI ethics frameworks, while Indonesia and the Philippines are still in early stages of policy development. Thailand presents a balanced approach, focusing on both technological growth and social equity. The study concludes that there is a need for more coordinated AI governance in Southeast Asia to ensure responsible AI deployment that aligns with international ethical standards
Integrating Cultural Heritage through Oral Narratives: A Case Study in Uzbek Language Education Rustambek Sharipov; Dildora Khodjaeva; Otabek Karimov
Journal Emerging Technologies in Education Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i6.2247

Abstract

Background. The preservation and transmission of cultural heritage are critical components of language education, particularly in contexts where linguistic identity and oral tradition are closely intertwined. In Uzbekistan, oral narratives such as folktales, proverbs, and personal stories have historically served as vehicles for intergenerational knowledge and cultural continuity. Purpose. This study explores how integrating oral narratives into Uzbek language instruction can enhance cultural awareness, linguistic competence, and learner engagement. Method. Using a qualitative case study approach, the research was conducted in a secondary school in Tashkent with 26 ninth-grade students over a 10-week intervention. Data were collected through classroom observations, student reflections, teacher interviews, and narrative-based assignments. Results. The findings indicate that the use of oral narratives in language education fostered deeper connections between students and their cultural heritage, improved their expressive skills, and promoted collaborative learning. Students demonstrated increased motivation and identity affirmation when engaging with culturally embedded content. Conclusion. The study concludes that oral narratives are not only pedagogical tools but also cultural bridges that sustain linguistic and historical consciousness in the classroom. These results have implications for curriculum development and culturally responsive teaching in heritage language contexts.
Co-Authors Dikdik Firman Sidik Mehriniso Davletova Otabek Karimov Rustambek Sharipov Unggul Sagena