PEDAGOGICAL AND TECHNOLOGICAL FOUNDATIONS OF INTEGRATING ARTIFICIAL INTELLIGENCE TOOLS INTO PRACTICAL CLASSES

A.D. Duisegaliyeva, Zhanat Umirzakova, Akan Mubarakov, Erkan Çalışkan

2026

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DOI 10.69927/fubp7772
Data confidence 85 high
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Abstract

In modern conditions, the strategic development of the education system is determined by the priority focus on the effective integration of digital technologies and artificial intelligence (AI) tools into the educational process. The integration of AI technologies allows not only to modernize the content of practical classes and teaching methods, but also to ensure the individualization of learning, prompt feedback and automation of a number of pedagogical functions. Such changes are directly related to the implementation of the principles of a personality-oriented approach aimed at developing the independence and cognitive activity of students. The article presents a comprehensive analysis of the pedagogical and methodological foundations of the use of artificial intelligence tools in the educational practice of universities. In the course of the study, such platforms as ChatGPT, Wix ADI, Framer AI, Durable AI and others were tested, the use of which contributed to the enrichment of the content of practical tasks and increased the motivation of students. The developed model of AI integration includes three consecutive stages: preparatory (defining goals and selecting digital tools), training (organizing interactive activities for students) and evaluative and analytical (automated processing of results and providing individualized feedback). The results of the pedagogical experiment confirmed that the systematic use of AI tools contributes to the growth of interest in the academic discipline, the activation of cognitive activity and the development of teamwork skills. The use of artificial intelligence technologies makes the educational process more flexible, adaptive, and focused on students' personal educational trajectories. In conclusion, directions for further improvement of educational practice are proposed, including increasing the digital competence of teachers, the introduction of AI tools in educational and methodological complexes and the expansion of their use in research and project activities of students.