The article analyzes the international experience of using artificial intelligence (AI) technologies in primary school computer science. The purpose of the study is to identify effective methods of using AI tools in primary education in world practice and to study the possibilities of their implementation in domestic pedagogy. More than 50 scientific works published during 2019-2025, international reports and reports of organizations such as UNESCO and the World Bank were used as research materials. The article provides a comparative analysis of the experience of using AI in primary grades in the USA, Great Britain, Singapore, China, Finland and Kazakhstan, describes interactive platforms, adaptive learning systems and robotics elements introduced into the educational process. The research results show that AI technologies positively influence the development of logical thinking, algorithmic skills and creative potential of students. In particular, the «AI4K» program in Singapore, the «Machine Learning for Kids» project in the UK and the «Elements of AI» course in Finland are successful models for teaching the basics of AI to primary school students. The article also discusses the main difficulties and limitations of introducing AI into primary education, including teacher training, infrastructure resources and data protection. Based on the research results, recommendations were developed for introducing AI elements into the primary school computer science course in Kazakhstan.

MURATOVA М.М.

Master’s student, K.Zhubanov Aktobe regional university, Aktobe, Kazakhstan

E-mail: mldrmm04@gmail.com, https://orcid.org/0009-0001-2043-2455

BAIGANOVA А.М.

Candidate of pedagogical sciences, docent, K.Zhubanov Aktobe regional university, Aktobe, Kazakhstan

E-mail: altynzer_70@mail.ru, https://orcid.org/0000-0001-5717-8422

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artificial intelligence, primary education, computer science, international experience, adaptive learning, robotics, digital competencies, STEM education, teacher training, curriculum