Abstract
The integration of digital assistants into the educational process requires new methodological and didactic approaches that involve preliminary research and comprehensive teacher training. To fully benefit from the opportunities offered by artificial intelligence and interactive digital tools, the development of academic writing competence should be approached from the perspective of personalized and adaptive learning. In higher education, digital assistants are increasingly adopted as part of digital transformation initiatives; however, their pedagogical potential often remains underutilized. The article presents practical examples of using digital assistants to support the academic writing process through interactive feedback, individualized assistance, and real-time automated text correction. In addition, the role of digital assistants in structuring learning materials, shaping writing strategies, and enhancing students’ written language skills is examined in detail. The need to develop specialized functions of digital assistants aimed at fostering academic literacy is emphasized. A digital assistant is viewed as a tool for organizing ideas, a resource for improving written communication, and a means of developing learners’ reflection and self-assessment skills. Moreover, the use of a digital assistant enhances the level of personalization within the learning process.