International Journal of Evaluation and Research in Education (IJERE) Vol. 14, No. 2, April 2025, pp. 1013~1022 ISSN: 2252-8822, DOI: 10.11591/ijere.v14i2.30910  1013 Journal homepage: http://ijere.iaescore.com The specifics of developing the social intelligence of Oralman students with artificial intelligence Alua Dyussenova 1 , Almagul Mandykayeva 1 , Aliya Mambetalina 1 , Gulbakhyt Menlibekova 1 , Aigul Aitysheva 1 , Yerbol Nurkatov 2 1 Department of Psychology, Faculty of Social Sciences, Gumilyov Eurasian National University, Astana, Republic of Kazakhstan 2 Health and Wellness Center, Nazarbayev University, Astana, Republic of Kazakhstan Article Info ABSTRACT Article history: Received Apr 21, 2024 Revised Nov 11, 2024 Accepted Nov 29, 2024 This study examines the impact of an educational program based on artificial intelligence (AI) on improving social intelligence among Oralman students (a group of repatriates from among ethnic Kazakhs who faced unique integration problems in Kazakhstan). The main objective was to assess whether targeted interventions can effectively improve social skills that are crucial for successful social integration. The study involved 300 students aged 20 to 22 years, divided into experimental and control groups. Students participated in a six-month AI program designed to develop social intelligence using interactive tools and modeling. Pre-test and post-test assessments used the Tromso social intelligence scale (TSIS), focusing on areas such as social information processing, social skills, and social awareness. Following the intervention, the outcomes revealed that the experimental group had made notable progress in every area that was examined. Specifically, in this group, the overall score increased significantly from 59.37 to 82.33, and the average post-test scores climbed to 25.87 for social information processing, 27.33 for social skills, and 29.13 for social awareness. On the contrary, minimal changes observed in the scores of the control group emphasize the effectiveness of the AI-based program. The analysis of secondary data further confirmed the results: t-tests showed statistically significant differences in the post-test scores between the groups. The progress of the experimental group highlights the potential of AI-based educational tools in the development of basic social competencies, offering promising opportunities to support the integration of Oralman students into Kazakh society. Keywords: Artificial intelligence Education programs Integration of repatriates Kazakhstan Oralman Social intelligence This is an open access article under the CC BY-SA license. Corresponding Author: Alua Dyussenova Department of Psychology, Faculty of Social Sciences, Gumilyov Eurasian National University Yanushkevich Str. 6, 010000, Astana, Republic of Kazakhstan Email: aluadyussenova7@outlook.com 1. INTRODUCTION The integration of artificial intelligence (AI) technologies into education has opened up new horizons for improving learning experiences and outcomes. Among the various applications of AI in education, one of the most promising is its potential to improve social intelligence [1]. This aspect is especially relevant for a unique group of ethnic Kazakh repatriates, known as “Oralman” (or Kandas), who return to Kazakhstan from other countries. These individuals face the double challenge of adapting to a new educational and social environment while maintaining their cultural identity [2]. AI facilitates this transition by offering interactive learning experiences that can improve social skills and understanding. This role of AI attracts significant interest in the scientific community [3].