- Kushnir, Vadym (orcid.org/0000-0002-9495-2752) and Belan, Vladyslav (orcid.org/0000-0002-7015-6508) (2026) Methodological principles of using artificial intelligence in the professional activities of educators of vocational education institutions Professional Pedagogy, 1 (32). pp. 132-143. ISSN 2707-3092
![[thumbnail of Vadym+Kushnir1,+Vladyslav+Belan2+--ENG–.pdf]](https://lib.iitta.gov.ua/style/images/fileicons/text.png "Vadym+Kushnir1,+Vladyslav+Belan2+--ENG–.pdf") |
Text
Vadym+Kushnir1,+Vladyslav+Belan2+--ENG–.pdf Download (415kB) |
Abstract
Relevance. The digital transformation of education in the global dimension is accompanied by the active implementation of artificial intelligence technologies, which are reshaping approaches to the organization of the educational process, the assessment of learning outcomes, and the management of education quality. These processes acquire particular significance in the field of vocational education, where the demand for adaptive, personalized, and analytically grounded educational solutions is increasing. At the same time, existing approaches to the use of artificial intelligence in pedagogical practice remain fragmented and insufficiently methodologically substantiated. A gap is observed between the technological capabilities of intelligent systems and their pedagogical integration, as well as the absence of comprehensive methodological foundations for their application in the professional activities of teachers. Purpose. The purpose of the study was the theoretical substantiation of the methodological foundations for the use of artificial intelligence in the professional activities of teachers in vocational education institutions and the determination of their role in the transformation of the educational process. Methods. The study was conducted on the basis of a theoretical analysis of contemporary scholarly sources, the generalization of international experience in the implementation of intelligent educational systems, a systemic approach to modeling educational processes, and elements of comparative analysis. Methods of content analysis of scientific publications, structural and functional analysis of educational systems, as well as conceptual modeling were employed to identify the interrelationships among pedagogical, technological, and managerial components. Results. It was established that the integration of artificial intelligence into the professional activities of educators ensures a transition to data-oriented management of the educational process, increases the objectivity of assessment, and promotes the personalization of learning. In particular, the application of educational analytics makes it possible to identify risks of academic underachievement at early stages, while the use of adaptive algorithms enhances learning effectiveness. It can be concluded that the implementation of intelligent systems contributes to an increase in the effectiveness of learning activities and to the improvement of the quality of educational decisions. A relationship was identified between the level of educators’ digital competence and the effectiveness of the use of intelligent tools, and the role of a three-component model (pedagogical, technological, and human resource) in ensuring their effective application was determined. Conclusions. It is substantiated that the use of artificial intelligence in the professional activities of educators acts as a factor in the transformation of the educational environment, contributes to increasing the adaptability of learning, and forms a basis for the implementation of analytically grounded education management. The obtained results expand theoretical understandings of the digitalization of vocational education and create prerequisites for the development of practical recommendations for the implementation of intelligent technologies in pedagogical practice.
Downloads
Downloads per month over past year
Actions (login required)
 |
View Item |