"ZAMONAVIY TILSHUNOSLIK VA TARJIMASHUNOSLIKNING DOLZARB MUAMMOLARI"
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ARTIFICIAL INTELLIGENCE IN EDUCATION
Israilova Dilkhumor Sherzod kizi
doctoral student
Uzbekistan state world languages university
Annotation:
The COVID-19 pandemic has accelerated the integration of online and
hybrid teaching strategies. Educators began adopting artificial intelligence (AI) tools
to support student learning outcomes. However, these technologies were unfamiliar to
many, highlighting a need for teachers to acquire digital competencies that align with
AI integration.This study discusses the challenges and possibilities presented by AI in
education.
Key words:
AI technologies,educational tools, digital competencies, opportunities,
challenges.
Аннотация:
Пандемия COVID-19 ускорила внедрение стратегий онлайн и
гибридного
обучения.Преподаватели
начали
применять
инструменты
искусственного интеллекта (ИИ) для поддержки результатов обучения студентов.
Однако для многих эти технологии оказались незнакомыми, что говорит о
необходимости
приобретения
учителями
цифровых
компетенций,
соответствующих интеграции ИИ. В данном исследовании рассматриваются
проблемы и возможности, которые открывает ИИ в образовании.
Ключевые слова:
ИИ технологии, образовательные инструменты, цифровые
компетенции, возможности, проблемы.
Annotatsiya:
COVID-19 pandemiyasi onlayn va gibrid taʼlim strategiyalarini qabul
qilishni yanada tezlashtirdi. O‘qituvchilar talabalarning ta’lim natijalarini qo’llab-
quvvatlash uchun sun’iy intellekt (SI) vositalaridan foydalanishni boshladilar.Biroq,
ko‘pchilik uchun bu texnologiyalar notanish edi. Bu esa o‘z navbatida
o‘qituvchilarning SI integratsiyasiga mos keladigan raqamli kompetensiyalarni
egallashi zarurligini ko‘rsatadi. Ushbu tezis SI ta’limda taqdim etadigan qiyinchiliklar
va imkoniyatlarni o‘rganadi.
Kalit
so‘zlar:
SI
texnologiyalari,
ta’lim
vositalari,raqamli
kompetensiyalar,imkoniyatlar, muammolar.
The onset of the COVID-19 pandemic triggered a rapid transition to online and
blended education models, prompting educators to experiment with a range of new
technologies (Ng et al., 2021; Sartika et al., 2021; Whalley et al., 2021). Among these,
artificial intelligence in education (AIED) tools gained traction due to their potential to
support teaching and learning. Initial discussions in the literature emphasized AI’s
ability to ease teacher workloads by automating non-instructional duties, providing
"ZAMONAVIY TILSHUNOSLIK VA TARJIMASHUNOSLIKNING DOLZARB MUAMMOLARI"
mavzusidagi xalqaro ilmiy-amaliy anjuman
441
analytical insights, and optimizing virtual learning environments (Kexin et al., 2020).
Traditionally, AIED systems, such as intelligent tutors, were used to track student
learning progress and offer personalized guidance. Chaudhry & Kazim(2022) state that
in recent years AI technologies have evolved to assist teachers directly, helping identify
effective pedagogical strategies, automating grading and feedback, and generating
assessments, which significantly boosts instructional efficiency.
Several studies have demonstrated that AI can facilitate tailored learning pathways,
support knowledge development, and motivate students through intelligent agents
(Ahmad et al., 2022). However, Markauskaite et al.,(2022) highlight that the success
of AI integration is closely tied to the teacher’s ability to effectively utilize such tools.
Without addressing educators’ evolving roles and the competencies they need in an AI-
enriched environment, the full potential of these technologies may not be realized.
Teachers are central to creating impactful and engaging learning environments.
Nonetheless, many educators lack the digital readiness to use AI-enhanced educational
tools effectively. They may struggle with interpreting student data, automating task
generation, or providing algorithm-driven feedback (Seo et al., 2021). Moreover,
Akgun & Greenhow (2021)provide concerns about AI-related risks, including
misinformation, limitations in AI capabilities, and ethical issues embedded in different
platforms. Research supports the idea that teacher education plays a pivotal role in
boosting student achievement, with wider social and economic implications. Hence,
having theoretical and instructional frameworks to guide teachers in identifying
necessary AI competencies is crucial (Chiu, 2021).
Although growing scholarly attention has been given to cultivating students’ AI
literacy, there remains a significant research gap regarding the digital competencies
educators themselves must acquire. Green et al., (2020) argue that the pandemic created
an unexpected yet valuable opportunity to advance digital teaching and learning
through AI. It has emerged as a vital tool, especially in higher education, where it is
used to process and analyze vast datasets for remote learning contexts (Aljarrah et al.,
2021). To ensure effective use of these technologies, teachers must continuously update
their skills and knowledge to develop engaging and suitable learning experiences for
their students.
Howard et al.,(2022) point out the rapid shift to remote education, known as the
Great Online Transition (GOT), and that it compelled teachers worldwide to adapt their
teaching approaches in response to the pandemic. Among the various technologies
employed, AIED tools stood out as a key solution for addressing urgent teaching issues
like student disengagement, social isolation, and increased administrative workload
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(Zhu et al., 2020). During this time, both school administrators and instructors sought
innovative strategies to enhance teaching effectiveness, improve student interaction,
and streamline administrative tasks (Kexin et al., 2020).AI technologies such as
intelligent tutoring systems offer adaptive suggestions and learning tasks based on
students’ profiles. These platforms collect detailed records of student behaviors and
interactions, enabling educators to track learning progress and deliver personalized
learning content (Whalley et al., 2021).Such advancements help address the diverse
challenges of online teaching, including varied learning needs, reduced motivation, and
limited social engagement.
T.K.Chiu (2021)proposes that AI technologies further support learning by enabling
real-time, tailored feedback and facilitating inclusive, adaptive instruction. These
systems can address the specific learning requirements of individual students, help
learners overcome challenges, and adjust to different learning styles. According to
Liang et al.,(2021) the pandemic has accelerated the integration of AI into education
systems, influencing how educators deliver content and how students acquire
knowledge. From language learning to medical training, AIED tools have played a
significant role in improving learning outcomes, student engagement, and achievement
in online learning environments.
However, for many teachers, the use of AIED tools was a first-time experience, often
accompanied by difficulties in managing technical tasks or maintaining
communication and collaboration. Teachers with stronger digital capabilities and AI
fluency were generally more effective in adapting to the digital transformation and
managing both instructional and administrative tasks more efficiently (Huang, 2021).
To support this transformation, it is essential to understand the challenges educators
face with AIED tools and provide them with the necessary digital competencies. This
includes the ability to choose appropriate AI applications that align with their content
areas and teaching goals. For example, voice-based AI assistants like Siri can help
teach language and conversational skills, while online proctoring tools with facial
recognition can reduce academic dishonesty during virtual exams (Pandey et
al.,2020).Although promising, many of these technologies are unfamiliar to educators
and require targeted training and upskilling. Zhang & Aslan ( 2021)warned that the
expanding role of AI in education emphasizes the need for continuous development of
teachers’ digital competencies.
To fully leverage the benefits of AI for teaching and learning, educators must stay
updated with technological advancements and learn to integrate these tools
meaningfully into their pedagogical practice.
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