Abstract
The article examines the pedagogical potential of using Google Gemini, an artificial intelligence tool, for planning the learning process, developing teaching and learning materials, assessing students’ learning achievements, and personalizing educational content. The relevance of the study is determined by the need to optimize teachers’ methodological workload in the context of the digitalization of education, adapt learning materials to students’ individual educational needs, and improve the assessment process. The aim of the study is to identify the pedagogical potential of Google Gemini in planning and assessing the learning process and to systematize the main areas of its effective application. The study employed theoretical analysis, comparative-analytical methods, and systematization of scientific publications, recommendations of international organizations, official Google for Education materials, and research on the application of Gemini and LearnLM technologies in education. The study identified the pedagogical potential of using Gemini to develop lesson plans, design learning tasks, differentiate learning materials according to students’ levels of preparedness, develop assessment tools and criteria, provide formative feedback, and adapt multilingual educational content. The findings demonstrate the importance of using Gemini not as a technology that replaces the teacher, but as a digital assistant that supports teachers in making professional decisions. At the same time, effective use of the tool requires the development of teachers’ artificial intelligence literacy and digital competence, pedagogical verification of the accuracy of the information generated, adherence to the principles of academic integrity, and protection of students’ personal data. The findings of the study are of practical significance for improving the organization of the learning process in educational institutions and promoting personalized learning.