MINI REVIEW article
Front. Educ.
Sec. Assessment, Testing and Applied Measurement
Assessment using artificial intelligence in higher education: Innovations and ethical challenges in the Ibero-American and Kazakh contexts — a mini-review
Zhandos Zulpykhar 1
Maxot Rakhmetov 2
Bakytgul Jugembayeva 2
Dameli Kapanova 3
Raushan Zhilmagambetova 1
1. L.N. Gumilyov Eurasian National University, Nur-sultan, Kazakhstan
2. Atyrau State University named after H Dosmukhamedov, Atyrau, Kazakhstan
3. Academy of Physical Education and Mass Sports, Astana, Kazakhstan
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Abstract
Scientific research on the assessment of educational outcomes using artificial intelligence technologies in higher education is still fragmented, especially in the context of Ibero-American countries and the transforming educational systems, which include Kazakhstan. Despite the active introduction of digital platforms, analytical tools, and automated assessment systems, comprehensive research revealing innovative approaches, methodological foundations, and ethical aspects of AI-based assessment remains limited. In this regard, this mini-review is aimed at filling the identified research gap by analyzing key theoretical works and modern empirical studies that determine the prospects for further development of this field. The methodological basis of the review is a conceptual model that considers assessment using artificial intelligence as a multi-level system that includes automated analysis of educational data, personalized feedback, predictive evaluation mechanisms, and algorithmic support for pedagogical decisions. Within the framework of this model, assessment is interpreted not as an isolated control tool, but as an integrated component of the educational environment that influences individual learning trajectories, academic success and student engagement. It should be noted that this mini-review is one of the first studies in which this conceptual framework is applied to a comparative analysis of assessment practices using artificial intelligence in the Ibero-American and Kazakh contexts of higher education. The review included twelve peer-reviewed scientific publications published since 2020, which addressed the issues of automated assessment, learning analytics, adaptive feedback systems and ethical aspects of the introduction of artificial intelligence in the university environment of these regions.
Summary
Keywords
AI-based assessment, algorithmic transparency, Comparative education, ethical challenges, higher education, Learning analytics
Received
28 January 2026
Accepted
20 February 2026
Copyright
© 2026 Zulpykhar, Rakhmetov, Jugembayeva, Kapanova and Zhilmagambetova. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Maxot Rakhmetov; Raushan Zhilmagambetova
Disclaimer
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