Teachers from rural schools in Kazakhstan were trained on the generative video platform Higgsfield

96 teachers from eight rural schools in the Karaganda region were trained in the AI-Ustaz program and received access to the Higgsfield platform until May 2027. The Higgsfield generative video platform and the Kazakh educational company YRYS Group, the organizer of the AI-Ustaz program, completed the full-time stage of the teacher training program using generative video. The training was supported by the Education Department of the Karaganda region. Higgsfield was a partner and sponsor of the project as part of the Higgsfield for Good initiative. 96 teachers from eight rural schools in the Karaganda region completed the program. All participants received access to the Higgsfield platform until the end of the school year, up to and including May 2027, to apply the acquired skills directly in the educational process. “I am thrilled that Higgsfield has become part of this program. Numerous studies have shown how powerful visual content is for learning, which is why we believe generative video is not only a content creation tool, but also a powerful educational tool. For a teacher, the ability to create visual material for a specific lesson in a few minutes can completely change the

the preparation process and how students master complex topics. It’s especially important that we start with rural schools in Kazakhstan, where access to modern technology and quality visual materials may be limited,” says Higgsfield co-founder Erzat Dulat. Unlike most national and private initiatives to implement AI in education, which emphasize text-based AI assistants, AI-Ustaz is built around generative video and its direct application in the work of a teacher. A key goal of the program is to bridge the gap between access to technology and its actual use in the classroom. Access to AI alone is not enough: teachers need to understand where to start, how to apply the tools to their subject, how to create teaching materials, and how to evaluate the safety and quality of the resulting content. Therefore, the program was built around moving from learning about AI to using it every day. Participants learned to create educational and visual materials, develop calendar-thematic plans, prepare video lessons and use AI to solve everyday pedagogical problems. YRYS Group Executive Director Miras Nusupov explains why the basis of the

The program was based on practical application: “We studied national and private programs for introducing AI into education around the world. The overall conclusion we have seen is that many of them do not make it to real-world use in the classroom. The reason is repeated from country to country: the number of teachers trained is often measured, rather than the number of those who actually use the tools in their work. Therefore, the main principle of AI-Ustaz is the daily application and solution of specific teacher problems. For us, success is considered to be the use of technology in the classroom, not the certificate issued.” From training to practice The program is designed for 36 academic hours. Eight hours were held in the format of a face-to-face master class on August 24, 25 and 27, 2026, the rest were held online with subsequent support for participants in the chat. The training was attended by teachers of primary school, STEM, art, technology and language disciplines, as well as directors and deputy directors of schools from Abay, Shet, Osakarovsky, Aktogay, Karkaraly and Bukhar-Zhyrau districts. The face-to-face training was organized in such a way that each participant not only got acquainted with the technology, but immediately registered on the platform

meh, got access to the tools and completed the first practical task. The master class was conducted by Rustem Ermekov, “IT teacher of the year” in Central Asia according to the Central Asian Tech Awards (2023) and participant in the Forbes Kazakhstan “30 Under 30” rating (2021). Already on the first day, teachers created the first practical materials - websites, calendar-thematic plans and video lessons - and could receive feedback directly in the process of work. The program also included a team hackathon based on the real tasks of the participants themselves. In the morning, teachers anonymously shared the problems they face in their daily work, and in the afternoon these same problems became tasks for the teams. Participants chose a specific task, distributed the work within the team, created a solution and presented the result to other participants. This format made it possible to develop not only the skills of using AI tools, but also the approach to independently finding solutions for the specific needs of students. One of the most frequently noted problems by participants was the lack of ready-made visual materials for the school curriculum in the Kazakh language. The teacher often has to explain a topic primarily using textbook text.

Nick, while modern schoolchildren are accustomed to perceiving information through videos, images and other visual formats. “The new generation of students has grown up in an environment of YouTube, TikTok and visual content, so the teacher has the additional task of making the educational material understandable and engaging. Generative tools allow you to quickly create such materials for a specific topic and class needs. For a rural school, where the teacher has limited time for preparation, this is especially important,” notes Miras Nusupov. Safe use of AI A separate block of the program was devoted to digital literacy: rules for the safe use of AI, teacher responsibility, potential risks and ways to check created materials. Each participant also received an information stand in Kazakh and Russian with rules for safe work with artificial intelligence, information about the responsibility of a teacher, and examples of tasks that can be solved using AI with limited preparation time. After the completion of the program, the stands will remain in schools and will also be available to teachers who did not participate in the training. All 96 participants will retain access to the Higgsfiel platform

d until May 2027, which will allow them to apply the acquired skills throughout the academic year, and not just within the program. “AI-Ustaz” became the first project of the Higgsfield for Good initiative in Kazakhstan. The next step will be to expand access to tools and educational materials for teachers in other regions of the country.