ARTIFICIAL INTELLIGENCE IN EDUCATION

Аннотация

Пандемия COVID-19 ускорила внедрение стратегий онлайн и гибридного обучения.Преподаватели начали применять инструменты искусственного интеллекта (ИИ) для поддержки результатов обучения студентов. Однако для многих эти технологии оказались незнакомыми, что говорит о необходимости приобретения учителями цифровых компетенций, соответствующих интеграции ИИ. В данном исследовании рассматриваются проблемы и возможности, которые открывает ИИ в образовании. Ключевые слова: ИИ технологии, образовательные инструменты, цифровые компетенции, возможности, проблемы. Annotatsiya:COVID-19 pandemiyasi onlayn va gibrid taʼlim strategiyalarini qabul qilishni yanada tezlashtirdi. O‘qituvchilar talabalarning ta’lim natijalarini qo’llab- quvvatlash uchun sun’iy intellekt (SI) vositalaridan foydalanishni boshladilar.Biroq, ko‘pchilik uchun bu texnologiyalar notanish edi. Bu esa o‘z navbatida o‘qituvchilarning SI integratsiyasiga mos keladigan raqamli kompetensiyalarni egallashi zarurligini ko‘rsatadi. Ushbu tezis SI ta’limda taqdim etadigan qiyinchiliklar va imkoniyatlarni o‘rganadi. Kalit so‘zlar:SI texnologiyalari, ta’lim vositalari,raqamli kompetensiyalar,imkoniyatlar, muammolar. The onset of the COVID-19 pandemic triggered a rapid transition to online and blended education models, prompting educators to experiment with a range of new technologies (Ng et al., 2021; Sartika et al., 2021; Whalley et al., 2021). Among these, artificial intelligence in education (AIED) tools gained traction due to their potential to support teaching and learning. Initial discussions in the literature emphasized AI’s ability to ease teacher workloads by automating non-instructional duties, providing 440 "ZAMONAVIY TILSHUNOSLIK VA TARJIMASHUNOSLIKNING DOLZARB MUAMMOLARI" mavzusidagi xalqaro ilmiy-amaliy anjuman analytical insights, and optimizing virtual learning environments (Kexin et al., 2020). Traditionally, AIED systems, such as intelligent tutors, were used to track student learning progress and offer personalized guidance. Chaudhry & Kazim(2022) state that in recent years AI technologies have evolved to assist teachers directly, helping identify effective pedagogical strategies, automating grading and feedback, and generating assessments, which significantly boosts instructional efficiency. Several studies have demonstrated that AI can facilitate tailored learning pathways, support knowledge development, and motivate students through intelligent agents (Ahmad et al., 2022). However, Markauskaite et al.,(2022) highlight that the success of AI integration is closely tied to the teacher’s ability to effectively utilize such tools. Without addressing educators’ evolving roles and the competencies they need in an AI- enriched environment, the full potential of these technologies may not be realized. Teachers are central to creating impactful and engaging learning environments. Nonetheless, many educators lack the digital readiness to use AI-enhanced educational tools effectively. They may struggle with interpreting student data, automating task generation, or providing algorithm-driven feedback (Seo et al., 2021). Moreover, Akgun & Greenhow (2021)provide concerns about AI-related risks, including misinformation, limitations in AI capabilities, and ethical issues embedded in different platforms. Research supports the idea that teacher education plays a pivotal role in boosting student achievement, with wider social and economic implications. Hence, having theoretical and instructional frameworks to guide teachers in identifying necessary AI competencies is crucial (Chiu, 2021). Although growing scholarly attention has been given to cultivating students’ AI literacy, there remains a significant research gap regarding the digital competencies educators themselves must acquire. Green et al., (2020) argue that the pandemic created an unexpected yet valuable opportunity to advance digital teaching and learning through AI. It has emerged as a vital tool, especially in higher education, where it is used to process and analyze vast datasets for remote learning contexts (Aljarrah et al., 2021). To ensure effective use of these technologies, teachers must continuously update their skills and knowledge to develop engaging and suitable learning experiences for their students. Howard et al.,(2022) point out the rapid shift to remote education, known as the Great Online Transition (GOT), and that it compelled teachers worldwide to adapt their teaching approaches in response to the pandemic. Among the various technologies employed, AIED tools stood out as a key solution for addressing urgent teaching issues like student disengagement, social isolation, and increased administrative workload 441 "ZAMONAVIY TILSHUNOSLIK VA TARJIMASHUNOSLIKNING DOLZARB MUAMMOLARI" mavzusidagi xalqaro ilmiy-amaliy anjuman (Zhu et al., 2020). During this time, both school administrators and instructors sought innovative strategies to enhance teaching effectiveness, improve student inte