Analysis Of Generative Ai Adoption Among Secondary School Students in Tashkent

Abstract

The rapid proliferation of Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, Claude, and Gemini, has fundamentally disrupted traditional educational paradigms globally. While the impact of these technologies on Western higher education is well-documented, their specific influence on the Central Asian secondary educational landscape remains significantly under-researched. This paper investigates the prevalence, usage patterns, and ethical perceptions of GenAI among secondary school students in Tashkent, Uzbekistan. By analyzing survey data collected from a sample of 200 high school students (Grades 9-11) at School 246 in the Yunusobod district, the study seeks to determine whether these tools serve primarily as instruments for academic dishonesty or as supplementary tutors for personalized learning. The research highlights a significant "digital divide" between student adoption rates and institutional policy, revealing that while student usage is ubiquitous, formal guidance from educators is virtually non-existent. The findings indicate that 72% of surveyed students utilize GenAI on a weekly basis, with a marked preference for STEM-related problem solving and language acquisition tasks. However, the study also uncovers a critical lack of "AI Literacy," as students frequently accept AI-generated hallucinations as fact without verification. Based on these results, the paper proposes a set of actionable recommendations for school administrators and the Ministry of Preschool and School Education. These include the transition from prohibition-based policies to integration strategies, the introduction of AI ethics into the curriculum, and the restructuring of assessment methods to prioritize critical thinking over rote memorization.