Аннотация
The article provides a systematic analysis of the pedagogical opportunities and risks associated with the use of voice technologies in the educational process. The authors examine the main directions of applying automatic speech recognition (ASR), text‑to‑speech synthesis (TTS), voice assistants, and dialogue systems as tools for the individualization of learning, the development of oral speech, the enhancement of motivation, and the expansion of educational accessibility, including inclusive practices. The practical significance of the study lies in the possibility of applying the findings in the design of digital educational programs and methodological recommendations for teachers. Particular attention is paid to technological, methodological, and ethical risks: limited recognition accuracy, threats to confidentiality, reduction of autonomous thinking, and simplification of speech activity. The authors emphasize the necessity of teacher training and the formation of a critical attitude toward digital tools among learners. The scientific novelty of the work consists in a comprehensive approach that integrates didactic, cognitive, and ethical aspects of analysis. Special attention is devoted to the prospects of using voice technologies in the context of multilingual education and distance learning. Further research should be directed toward the development of criteria for evaluating the effectiveness and safety of voice technologies in pedagogy. The conclusion highlights the need to design pedagogical models that ensure the safe and effective integration of voice technologies into the educational environment, oriented toward the formation of twenty‑first‑century competencies.