Jul 2026· Bulletin of Shakarim University Technical Sciences· 0 citations· 7 references
TL;DR
The paper analyzes key directions of AI integration into educational practice, including adaptive learning systems, intelligent tutoring, automated assessment, and personalized learning pathways, and contributes to the development of a structured approach to integrating artificial intelligence into higher education.
Abstract
The article examines the methodological foundations of applying artificial intelligence technologies in the teaching of specialized disciplines, with a focus on identifying both their pedagogical potential and associated risks. The relevance of the study is determined by the ongoing digital transformation of education and the growing demand for innovative tools that enhance the effectiveness and adaptability of the learning process. The paper analyzes key directions of AI integration into educational practice, including adaptive learning systems, intelligent tutoring, automated assessment, and personalized learning pathways. Particular attention is given to the methodological principles that ensure the effective implementation of these technologies, such as alignment with learning objectives, didactic appropriateness, and the role of the instructor in a technology-enhanced environment.
At the same time, the study highlights a range of challenges and risks related to the use of artificial intelligence, including potential bias in algorithmic decision-making, issues of academic integrity, reduced critical thinking, and increased dependence on digital tools. The importance of maintaining a balance between technological innovation and pedagogical control is emphasized. The results of the study contribute to the development of a structured approach to integrating artificial intelligence into higher education, aimed at improving the quality of teaching specialized disciplines while minimizing potential negative impacts.
The findings suggest that the pedagogical transformation enabled by artificial intelligence depends less on the sophistication of the technologies themselves and more on the institutional capacity to establish curricular guidelines, implement ethical policies, and foster critical digital competencies among both teachers and students.
Félix Antonio Díaz, Juan Carlos Toribio Fernández, J. Martínez-Alonzo et al.· MENTOR revista de investigac...· 0 citations
It is concluded that academic institutions must use clear ethical practices and AI-aware assessment designs to ensure that technology is used as an assisting tool that improves users' learning while ensuring the fundamental values of education.
Sugandha Nandedkar, Prachi Waghmare, Ashwini Swami et al.· International Scientific Jou...· 0 citations
This article presents a model for developing artificial intelligence (AI) competencies in students majoring in non- technical fields. The relevance of this study stems from the widespread penetration of AI technologies into various professional fields, making applied AI literacy a universal requirement for modern professionals. The aim of this work is to develop and provide scientific and methodological justification for a pedagogical model that adapts the study of AI fundamentals to the specific needs of non- technical fields. The model is based on active learning methods, such as project- based learning, case studies, problem- based learning, and the flipped classroom model. These methods, when used, significantly increase student engagement, foster a deeper understanding of the material, and improve graduates' professional readiness. Particular attention is paid to the critical conditions for the successful integration of innovations: the need for systemic institutional support, high teacher readiness to master new pedagogical roles, quality instructional support, and the creation of a flexible, supportive educational environment. The results demonstrate that shifting the focus from technical programming to ethical use, industrial engineering, and the integration of AI tools into professional tasks ensures highly effective training. The practical significance of this work lies in providing educational institutions with an adaptable framework for modernizing curricula and developing interdisciplinary courses.
B. Uzdenova, A. Dataev· ACCOUNTING AND CONTROL· 0 citations
Artificial Intelligence (AI) has rapidly expanded within educational environments, creating new opportunities for teaching while simultaneously raising pedagogical, ethical, and institutional challenges. Understanding how teachers are incorporating these technologies into their professional practice is essential for promoting their effective and responsible use. The objective of this study was to analyze the use of Artificial Intelligence tools in teaching practice, as well as the benefits, challenges, and perceptions associated with their implementation in educational contexts. A quantitative, descriptive, and cross-sectional design was employed. Data were collected through an online questionnaire administered to 31 Mexican teachers from different educational levels, disciplinary areas, institutional contexts, and teaching modalities. Descriptive statistics were used to analyze frequencies and percentages related to AI use, applications, training experiences, perceived benefits, challenges, and future expectations. The results indicate that Artificial Intelligence is increasingly integrated into teaching practice, particularly for lesson planning, instructional material development, academic research, and organizational tasks. ChatGPT emerged as the most frequently used tool, while the most commonly perceived benefits included time savings, improved instructional materials, and greater efficiency in professional activities. Ethical concerns, academic integrity, reliability of AI-generated information, and insufficient training were identified as the principal challenges. Despite these concerns, participants recognized the importance of Artificial Intelligence for the future of education and expressed intentions to increase its use in their professional practice. The findings suggest that AI is increasingly perceived as a valuable support resource for teaching; however, its successful integration requires teacher training, ethical guidance, institutional support, and pedagogical strategies that promote critical and responsible use.
Laura Herrera Corona, Norma Elena Mendoza Zaragoza, Ángel Téllez Tula· Ciencia Latina Revista Cient...· 0 citations
This study aims to identify the major technical and pedagogical challenges faced by teachers when using artificial intelligence (AI) applications in education, to analyze their impact on teaching quality and the teacher–student relationship, and to explore teachers’ training and technical support needs. The research also seeks to provide practical recommendations that enhance the effectiveness of AI applications in educational settings while ensuring their alignment with pedagogical goals and preserving the human role of the teacher. The study employed a descriptive-analytical methodology through a structured questionnaire administered to a sample of 50 teachers from various schools and educational levels (primary, preparatory, secondary, and university). The questionnaire covered three main dimensions: demographic information, technical challenges related to infrastructure and understanding of AI tools, and pedagogical challenges concerning the integration of AI into educational objectives and classroom interactions. Findings revealed that 88% of the sample were female teachers compared to 12% male, with the majority teaching at the preparatory (36%) and secondary (28%) levels. Furthermore, 68% of participants had more than ten years of teaching experience, which may influence their acceptance of technological change. Regarding infrastructure, 52% rated it as weak and 32% as unavailable, highlighting a significant barrier to effective AI integration. Although 88% of teachers demonstrated a good understanding of how AI tools function, the same proportion reported a strong need for specialized training, indicating a gap between theoretical knowledge and practical application. Additionally, 56% believed AI could be integrated with educational goals, while 44% disagreed; 52% anticipated that AI might replace teachers in the future, whereas 48% rejected this notion. Overall, the results underscore the necessity of systematic training programs, improved infrastructure, and clear educational policies to ensure that AI serves as a supportive tool rather than a substitute for teachers, thereby safeguarding the human dimension of the educational process.
The paper deals with the theoretical analysis of the role and importance of artificial intelligence in the modern educational system, with a special focus on its functional, pedagogical and ethical implications within the teaching process. Starting from the conceptual-theoretical definition of artificial intelligence as a complex, interdisciplinary phenomenon, its position as one of the key determinants of the transformation of education in the 21st century is indicated, whereby its influence includes technological, didactic-methodical and social dimensions. The paper analyzes the application of artificial intelligence in education through the prism of personalization of the teaching process, adaptive learning and automation of administrative and evaluative activities, thus enabling the optimization of educational outcomes and increasing the efficiency of the teaching system. Special emphasis is placed on the role of intelligent systems and chatbots as didactic tools that contribute to the development of interactive, self-regulatory and research-oriented learning, while at the same time questioning their epistemological reliability and pedagogical validity. Furthermore, the application of artificial intelligence in the field of foreign language learning and machine translation is considered, emphasizing its contribution to the improvement of linguistic competence and intercultural communication, but also the limitations arising from insufficient understanding of the semantic-pragmatic context. A special segment of the work is devoted to the analysis of ethical challenges, including issues of privacy protection, data security, algorithmic bias and normative regulation of the use of these systems in education. By looking at the aforementioned theoretical and practical aspects, artificial intelligence is confirmed as a significant factor in the improvement of the educational process, while its effective implementation depends on an integrative approach that involves harmonizing technological innovations with pedagogical principles and ethical-normative frameworks of modern society.