Abstract
This research article examines the problem of developing the linguo-axiological competence of upper secondary school students in the context of the digitalization of education. Currently, value-laden lexical units are used relatively less frequently in everyday communication. In other words, the formation and internalization of values at the level of individual consciousness has become more challenging in the context of artificial intelligence and the digital environment. This situation necessitates the search for effective pedagogical solutions to address the problem. The aim of the study is to evaluate the effectiveness of using artificial intelligence tools in teaching linguo-axiological units of the Kazakh language to Grade 11 students. The study employed a quasi-experimental design involving experimental and control groups. The empirical research methods included test tasks, an associative experiment, and the analysis of written works. In the experimental group, instruction was implemented using text-to-image generation tools, dialogue-based models, and speech synthesis technologies. The results demonstrated an increase in the mean score in the experimental group from 1.54 to 2.41, whereas the control group showed less pronounced improvement. The study also revealed an expansion of the associative field and an increase in the proportion of texts containing value-based interpretations. The findings confirm that the use of artificial intelligence contributes to a deeper acquisition and more productive use of linguo-axiological units. The practical significance of the study lies in the development of a teaching methodology that can be implemented in school-based educational practice.