THEORETICAL AND SCIENTIFIC FOUNDATIONS OF INTEGRATING ARTIFICIAL INTELLIGENCE AND PEDAGOGICAL ACTIVITY
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| Format: | Recurso digital |
| Language: | English |
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Zenodo
2025
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| _version_ | 1866902217689137152 |
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| author | Djuraev Vokhid Tadjimamatovich Muminova Mastura Makhmudjon kizi |
| author_facet | Djuraev Vokhid Tadjimamatovich Muminova Mastura Makhmudjon kizi |
| contents | <p><strong><span lang="EN-US">Abstract. </span></strong><span lang="EN-US">The article systematically presents the theoretical, scientific, and methodological foundations of integrating artificial intelligence (AI) into pedagogical practice. It demonstrates that the use of AI technologies in modern educational processes not only enhances students’ knowledge levels but also expands teachers’ innovative potential, supports the creation of individualized learning trajectories, automates assessment systems, and enables learner-centered management of the educational process. The study analyzes both international and national experiences, including projects implemented within the educational system of Uzbekistan, as well as AI-based interactive platforms, adaptive learning systems, and virtual laboratories. On this basis, the effectiveness, prospects, and existing challenges of AI integration are scientifically substantiated.</span></p> <p><span lang="EN-US">Special emphasis is placed on the necessity of developing teachers’ competencies in applying AI tools. It is empirically confirmed that AI technologies have a positive impact on students’ cognitive and metacognitive skills, play a crucial role in improving the quality of education, and provide advantages in the enhancement of assessment systems. The article also examines infrastructural limitations, issues of teacher training, and low levels of AI literacy, while proposing scientifically grounded solutions. In particular, it highlights the importance of designing systematic professional development programs, modernizing national digital platforms, and creating methodological guidelines on AI ethics.</span></p> <p><span lang="EN-US">In conclusion, the study demonstrates that the integration of AI and pedagogical practice constitutes a strategic factor in improving educational quality, implementing innovative approaches, and shaping modern pedagogical paradigms under conditions of global digital transformation. This research serves as an essential theoretical and </span><span lang="EN-US">practical resource for the development of methodological roadmaps and the expansion of practical applications of AI in education.</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_17040617 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | THEORETICAL AND SCIENTIFIC FOUNDATIONS OF INTEGRATING ARTIFICIAL INTELLIGENCE AND PEDAGOGICAL ACTIVITY Djuraev Vokhid Tadjimamatovich Muminova Mastura Makhmudjon kizi artificial intelligence, pedagogical practice, integration, educational innovation, learning process, theoretical foundations, methodology, pedagogical transformation. <p><strong><span lang="EN-US">Abstract. </span></strong><span lang="EN-US">The article systematically presents the theoretical, scientific, and methodological foundations of integrating artificial intelligence (AI) into pedagogical practice. It demonstrates that the use of AI technologies in modern educational processes not only enhances students’ knowledge levels but also expands teachers’ innovative potential, supports the creation of individualized learning trajectories, automates assessment systems, and enables learner-centered management of the educational process. The study analyzes both international and national experiences, including projects implemented within the educational system of Uzbekistan, as well as AI-based interactive platforms, adaptive learning systems, and virtual laboratories. On this basis, the effectiveness, prospects, and existing challenges of AI integration are scientifically substantiated.</span></p> <p><span lang="EN-US">Special emphasis is placed on the necessity of developing teachers’ competencies in applying AI tools. It is empirically confirmed that AI technologies have a positive impact on students’ cognitive and metacognitive skills, play a crucial role in improving the quality of education, and provide advantages in the enhancement of assessment systems. The article also examines infrastructural limitations, issues of teacher training, and low levels of AI literacy, while proposing scientifically grounded solutions. In particular, it highlights the importance of designing systematic professional development programs, modernizing national digital platforms, and creating methodological guidelines on AI ethics.</span></p> <p><span lang="EN-US">In conclusion, the study demonstrates that the integration of AI and pedagogical practice constitutes a strategic factor in improving educational quality, implementing innovative approaches, and shaping modern pedagogical paradigms under conditions of global digital transformation. This research serves as an essential theoretical and </span><span lang="EN-US">practical resource for the development of methodological roadmaps and the expansion of practical applications of AI in education.</span></p> |
| title | THEORETICAL AND SCIENTIFIC FOUNDATIONS OF INTEGRATING ARTIFICIAL INTELLIGENCE AND PEDAGOGICAL ACTIVITY |
| topic | artificial intelligence, pedagogical practice, integration, educational innovation, learning process, theoretical foundations, methodology, pedagogical transformation. |
| url | https://doi.org/10.5281/zenodo.17040617 |