Meruyert Sambetova, Zhanar Khudaibergenova

• This essay examines the role of artificial intelligence tutors in Kazakhstan's education system, addressing whether AI-based tools replace teachers or serve as supportive instruments that enhance teaching practice. Against the backdrop of ongoing digital transformation in education, the central thesis argues that AI tutors do not replace teachers but function as complementary tools that assist with specific tasks such as assignment evaluation, progress monitoring, and personalized feedback. While AI systems offer significant advantages — including personalized learning pathways, expanded access to educational resources in underserved rural areas, and reduced administrative burden for teachers — they cannot substitute essential pedagogical elements such as human interaction, emotional intelligence, cultural awareness, and moral guidance. The analysis draws on theoretical frameworks from UNESCO and OECD, examining both the potential and limitations of AI integration within Kazakhstan's educational context, where regional disparities in infrastructure and digital literacy create uneven implementation. Through comparative insights from Germany's education system, the essay demonstrates how AI tutors can be effectively integrated as supportive tools while preserving the teacher's central role in pedagogical decision-making and student development. The findings emphasize that successful AI integration requires maintaining human oversight, addressing the digital divide, and ensuring that teachers retain professional autonomy in shaping educational outcomes.