ONTOLOGICAL MODEL OF THE DOMAIN “INTELLIGENT ASSISTANT OF AN IT TEACHER”

Designing the architecture of an intelligent decision support system for course selection based on ontologies

A modular system structure in which modules for ontology preparation, student profile creation, rule checking, and meaningful course selection operate in a chain is presented, finding that the integration of logical rules and semantic analysis ensures rigorous verification of prerequisites and schedules while maintaining the flexibility of searching for suitable courses.

An Ontology-Based Framework for Student Profiling and Content Personalization in Higher Education

The expansion of access to Digital Information and Communication Technologies and the offer of distance or semi-distance education courses that make use of virtual learning environments brought changes in the teaching and learning processes, requiring that the student be even more protagonist in this process. The present study aimed to identify important aspects to be considered in the implementation and improvement of self-paced learning and e-learning in higher education courses, with the purpose of rethinking pedagogical models of courses offered at a distance so that they reach even more of your learning objectives. The research is characterized as qualitative, of bibliographic nature, and discusses techniques to monitor and record, electronically and automatically, the results of the process and learning. The importance of processes that store and manage the student's profile is highlighted, both in terms of content and forms of access. The article proposes the use of ontologies to store information about the educational process and presents a computational architecture for this purpose.

A Systems Approach to Building an Educational Environment in Artificial Intelligence Engineering Using Cognitive-Semantic Integration

ANALYSIS OF MEANS AND APPROACHES FOR IDENTIFYING RELATIONS BETWEEN COMPONENTS OF EDUCATIONAL PROGRAMS

The article presents an overview comparative analysis of the means and approaches to building relationships between the components of educational programs. The study used the methods of system analysis and analytical review, comparative analysis, as well as generalization of the identified limitations. The existing approaches to building relationships between the components of educational programs, such as ontological, graph, semantic, and based on natural language processing methods, are analyzed. Ontological models formalize the structure of an educational program, graph models identify interdisciplinary connections, and semantic and based on natural language processing models allow for the automation of matching student learning outcomes, discipline topics, and educational materials. However, these approaches have several limitations, such as dependence on manual markup, limited consideration of the actual content of discipline curricula, and limited analysis within a single course. The study concludes that a comprehensive approach is necessary and provides a foundation for further research on building relationships between the components of educational programs.

Use of artificial intelligence tools in the formation of professional competence of future interpreters

The purpose of the article is to substantiate the possibilities of using artificial intelligence tools in the formation of professional competence of future interpreters. The methodological basis of the study includes the analysis of scientific sources, synthesis, component-structural analysis, classification, and generalization. The analysis of scientific sources made it possible to determine the current state of the problem in Ukrainian and international scholarly discourse; synthesis enabled the integration of separate approaches to understanding the professional competence of an interpreter; component-structural analysis was used to specify its main components; classification made it possible to identify the areas of application of AI tools in the educational process; and generalization was used to formulate practical recommendations. As a result of the study, the structure of the professional competence of a future interpreter was specified with due regard to the technological factor. It was determined that this competence includes linguistic-communicative, cognitive-operational, intercultural, technological, ethical, and reflective components. It was established that AI tools should be used not as a substitute for interpreting activity, but as means of preparation, training, diagnosis, and reflection. The main areas of their application in the educational process were identified: pre-interpreting preparation, terminology work, modelling of oral communicative situations, training the ability to quickly identify the main message, the use of automatic speech recognition, digital prompts, formative feedback, and ethical regulation of AI use. The article substantiates practical recommendations for improving the professional competence of future interpreters, in particular through independent completion of interpreting tasks before turning to AI, analysis of automatic transcripts, verification of terminological equivalents, training in attention distribution, and the development of rules for academically honest use of digital tools. The results of the study may be useful for translation and interpreting teachers, developers of educational programmes, higher education students, future interpreters, as well as researchers studying the digitalization of translator and interpreter education, methods of teaching interpreting, and pedagogical conditions for the responsible use of artificial intelligence in language education.

What a new textbook should be like: Modern requirements for school textbooks on informatics

The article defines the requirements for a modern informatics textbook in the context of the rapid development of information technologies and changing educational standards, and substantiates possible concepts for developing such a textbook. A focused analysis of the development of the informatics course, existing textbooks (by L. L. Bosova and A. Yu. Bosova, K. Yu. Polyakov and E. A. Eremin, N. V. Matveeva, T. A. Rudchenko and A. L. Semenov, et al.), the requirements of the Federal State Educational Standards, and expert opinions allowed us to formulate the key requirements for a modern textbook and identify areas for its development, the most important of which are: integration of modern technologies (AI, big data, cybersecurity), practical orientation, interdisciplinary approach, and teacher participation in the development of educational materials. The article describes the content of a modern informatics course according to the Federal State Educational Standard for Secondary General Education, which includes eight content areas. Approaches to developing new-generation textbooks are proposed, including 1) a classic textbook with a hierarchical structure, 2) a blended learning textbook with interactive elements, and 3) an electronic textbook adapted to individual student needs. The article presents methodological strategies for textbook development: 1) one based on a mental approach, which takes into account students’ cognitive characteristics, knowledge visualization, and the development of mental structures (mental images, diagrams, and models); 2) and one based on an inversion approach, which prescribes a change from the traditional "theory → tasks → questions" structure to a "questions → tasks → theory" format, thereby reducing the learner’s cognitive load. The article will be useful for methodologists, informatics teachers, developers of educational materials, and anyone interested in modernizing school education in informatics.