Primerjalna analiza regulacije umetne inteligence v izobraževanju v državah Zahodnega Balkana

This chapter presents a comparative analysis of the regulation of AI in education across the countries of the Western Balkans (WB), examining existing legal frameworks, national strategies and practical implementations in preuniversity and higher education systems. Although AI has gained global importance, the pace of its integration into educational systems varies significantly among the countries of the world, including the countries of the Western Balkans. In Serbia, the government has adopted a proactive approach, launching a national artificial intelligence strategy (2020–2025) that includes the integration of AI content into primary and secondary education. The government also supports AI research through dedicated institutes and higher education programs focused on AI. Despite this, the actual presence of AI-specific legislation in education remains limited, with most references to AI appearing in policy documents rather than enforceable legal texts. In contrast, North Macedonia and Montenegro have taken initial steps towards introducing AI in their education sectors, with AI mentioned in broad digitisation strategies but without specific education regulations. In these countries, AI is often seen in the context of digital skills development rather than as a dedicated subject within educational programs. Meanwhile, Bosnia and Herzegovina faces challenges due to its decentralised education system, where AI and technology integration strategies differ between entities. Although there are references to the modernisation of education with technology, the content and legal framework specific to artificial intelligence are still in an early stage. This chapter contributes to the growing body of research on the regulation of artificial intelligence by providing a comparative analysis of the integration of AI into the educational frameworks of WB countries. It examines how Serbia, North Macedonia, Montenegro and Bosnia and Herzegovina respond to the global call for digitisation and AI education, exploring the extent to which national policies, legal frameworks, and strategic documents address AI in their education systems. The chapter highlights both similarities and differences in each country’s approach to AI in education, analysing how each nation’s legal environment either supports or hinders the integration of AI into curricula at primary, secondary, and tertiary levels. By presenting comparisons, this chapter contributes to ongoing discussions on how the Western Balkans region can leverage AI for education reform and broader social development, serving as a roadmap for policymakers, educators, and researchers interested in managing AI in education.