Integration of AI into Learning and Education: A Comparative Analysis of European and Ukrainian Experiences

Authors

DOI:

https://doi.org/10.56059/jl4d.v12i3.1675

Keywords:

artificial intelligence, training, education seeker, European Union, Ukraine

Abstract

Artificial intelligence (AI) is transforming education by enabling personalised learning, innovative teaching, and administrative efficiency, yet it also raises ethical, legal, and equity concerns. This study examines the integration of AI in education across European countries and Ukraine, analysing national strategies, policy documents, and practical implementation cases. Using a qualitative comparative methodology, the research explores similarities and differences in AI adoption, regulatory frameworks, teacher training, and challenges. The findings indicate that European countries benefit from coordinated policies, substantial public investment, and structured teacher development programmes, promoting ethical and equitable AI use across all educational levels. In contrast, Ukraine exhibits fragmented adoption driven primarily by individual educators and institutions, and constrained by limited funding, insufficient training, legislative gaps, and the impacts of the ongoing conflict. The study highlights the need for strengthened regulation, enhanced infrastructure, and professional support to maximise AI benefits while safeguarding ethical standards. The results inform policy, pedagogy, and future research on AI’s educational impact.

Author Biographies

Tetiana Hul, The National University of Ostroh Academy

Tetiana Hul holds a master's degree in History and Archeology and English Philology. She is currently finishing her postgraduate studies in History and Archeology at the National University of Ostroh Academy, where she works as a teacher at the International Relations Department of the Educational and Scientific Institute of International Relations and National Security. Her research interests include the history of the 20th century, the study of the activities of Ukrainian historians who worked in education abroad, and the use of artificial intelligence in educational activities. Email: tetiana.yushchuk@oa.edu.ua (https://orcid.org/0009-0006-4654-9228)

Natalia Matviichuk, The National University of Ostroh Academy

Natalia Matviichuk is a candidate of historical sciences and a senior lecturer in the department of international relations at the National University of Ostroh Academy. Her scientific interests include international relations, in particular, the study of interaction in the field of education. She has a significant number of publications in scientific journals and considerable experience in teaching and working with both post-secondary and high school students. Email: natalia.matviichuk@oa.edu.ua (https://orcid.org/ 0000-0003-0011-3681)

Svitlana Hodzhal, The National University of Ostroh Academy

Svitlana Hodzhal is a candidate of historical sciences and a senior lecturer in the department of history, named after Prof. M. P. Kovalskyi, at the National University of Ostroh Academy. Her scientific interests include research on the history of Ukraine and the world, in particular, the functioning of educational institutions in the territory of Ukraine during the 20th and 21st centuries. Email: svitlana.hodzhal@oa.edu.ua (https://orcid.org/0000-0002-2940-6325)

Downloads

Published

2025-11-18

How to Cite

Hul, T., Matviichuk, N., & Hodzhal, S. (2025). Integration of AI into Learning and Education: A Comparative Analysis of European and Ukrainian Experiences. Journal of Learning for Development, 12(3), 599–614. https://doi.org/10.56059/jl4d.v12i3.1675

Issue

Vol. 12 No. 3 (2025): ISSUE 3

Section

Case Studies

License

Copyright (c) 2025 Tetiana Hul, Natalia Matviichuk, Svitlana Hodzhal

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Received 2024-09-08
Accepted 2025-09-15
Published 2025-11-18