Аннотация
The rapid development of artificial intelligence (AI) requires a revision of educational approaches and increased attention to the development of Higher-Order Thinking Skills (HOTS). This article presents the results of a quasi-experimental study aimed at assessing the impact of the integration of AI tools within the NIS Programme 2.0 on the cognitive development of students in grades 9–10. The study involved 238 students, divided into experimental and control groups. For 12 weeks, the experimental group used adaptive learning systems, generative models, and data analysis tools. The results showed a statistically significant increase in HOTS (p < 0.001; d = 0.78), especially in the area of metacognition and critical thinking. A strong correlation was found between the level of AI literacy and metacognitive skills (r = 0.71). The findings confirm that pedagogically supported AI integration contributes to the development of autonomous, reflective, and socially responsible learners.