{"id":4659,"date":"2025-09-15T20:43:26","date_gmt":"2025-09-15T17:43:26","guid":{"rendered":"https:\/\/blog.sailet.kz\/?p=4659"},"modified":"2025-09-15T20:44:07","modified_gmt":"2025-09-15T17:44:07","slug":"the-case-of-the-authors-school","status":"publish","type":"post","link":"https:\/\/blog.sailet.kz\/en\/the-case-of-the-authors-school\/","title":{"rendered":"AI in Education: Case of Zhaniia Aubakirova's Author School Together with Sailet"},"content":{"rendered":"
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Even back in the 17th century, educator Jan Amos Komensky stated that assignments should take into account a child's abilities. However, at that time, the main task was to make education accessible to everyone, so the model of \u201cone teacher \u2014 many students\u201d became established.<\/span><\/p>

In modern private schools, this model carries risks. Weak students require additional resources, while strong ones leave for places where they are given more opportunities. For a private school, this is directly related to profit. The quality of education retains parents and generates stable income.\u00a0<\/span><\/p>

Today, technology helps bridge this gap. At Zhaniia Aubakirova\u2019s Author School, AI trainers adjust to each student's level and pace. <\/span>\u0424\u0438\u043b\u043e\u0441\u043e\u0444\u0441\u043a\u0430\u044f \u0438\u0434\u0435\u044f \u041a\u043e\u043c\u0435\u043d\u0441\u043a\u043e\u0433\u043e \u043f\u0440\u0435\u0432\u0440\u0430\u0449\u0430\u0435\u0442\u0441\u044f \u0432 \u043f\u0440\u0430\u043a\u0442\u0438\u043a\u0443, \u043a\u043e\u0442\u043e\u0440\u0430\u044f \u043d\u0430\u043f\u0440\u044f\u043c\u0443\u044e \u0432\u043b\u0438\u044f\u0435\u0442 \u043d\u0430 \u0444\u0438\u043d\u0430\u043d\u0441\u044b \u0447\u0430\u0441\u0442\u043d\u043e\u0439 \u0448\u043a\u043e\u043b\u044b.<\/span><\/p>

\"I think ASZHA was one of the first to look in this direction and wanted to implement a similar platform with adaptive assistants.\"<\/span><\/i>\u00a0\u2014 emphasized Vladislav, Sales Manager at Sailet<\/span><\/p>

Some catch up on the curriculum after an illness, some reinforce material before exams, and others practice on more complex tasks.\u00a0
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How do AI-based trainers work?<\/h3>

For each subject and topic, a database of questions is created. Teachers can add them manually or generate through AI based on educational materials. These same questions are used in thematic tests, formative assessments, summative assessments, and exams.<\/span><\/p>

The system supports eight types of assignments: from multiple-choice tests to open-ended questions and essays. Criteria are set for written works, and AI checks texts automatically. Teachers no longer need to manually check dozens of essays and extended answers.<\/span><\/p>

Students choose their own difficulty level. If necessary, teachers change it via administrative panel and manage settings directly within the system.<\/span><\/p>

If a child makes a mistake, the AI records it. Then the system adds three new questions on the same topic. The error becomes part of learning and helps better internalize the material.<\/span><\/p>

The system includes a chat with an AI consultant. It answers questions, guides the student, and helps understand the topic but never gives ready-made answers. This support teaches how to think independently.<\/span><\/p>

As a result, all stages are integrated into one platform: from training exercises to control tasks and exams. Data is stored in a unified database, and the system automatically distributes questions by subjects, topics, and levels of complexity.\u00a0<\/span><\/p>

Why can't we do without AI<\/h3>

When the issue of introducing simulators arose, the school had doubts. How capable is artificial intelligence already in handling tasks? Will it be able to correctly process information and verify assignments? These were pressing questions.<\/span><\/p>

The answer came from the expertise of the Sailet development team. We started working with AI even before the emergence of ChatGPT and Gemini. We developed our own models and knew their capabilities well. This experience helped us explain to the school that algorithms could solve the problem. Moreover, they provide results that cannot be achieved with conventional programming.<\/span><\/p>

Joint Inventorship<\/h3>

Developing for ASZHA turned into a project with elements of invention. It wasn't just about implementing a ready-made tool. An important task was to adapt AI to the real processes of the school and consider numerous nuances and limitations. Such a project couldn't be executed according to a template. Each new feature required a separate approach and joint search for solutions together with the school team. The school understood these specifics and acted like a partner. In several cases, they met us halfway to help overcome emerging challenges.\u00a0<\/span><\/p>

Moreover, even today, having already implemented the system, ASZHA looks ahead and discusses new possibilities, such as AI-based proctoring. This involves using cameras to monitor violations during exams. The system detects if a student starts cheating. It notes when another person appears in the frame. It notices attempts to access external pages. Afterwards, a detailed report is generated detailing how the exam proceeded.<\/span><\/p>

The case of ASZHA demonstrates that even in education, automation is directly linked to business sustainability and growth. And for students, it's an opportunity to learn in the way once dreamed of by Comenius \u2014 at their own pace, with support and tangible outcomes.<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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