Nataliia Podopryhora ORGANIZATION OF STUDENTS' INDEPENDENT WORK USING ARTIFICIAL INTELLIGENCE FOR PERSONALIZED LEARNING

Abstract

This article explores the challenge of organizing independent work for higher education students within the context of the digital transformation of the educational process. The topic's relevance stems from the need to find new student-centered approaches that address the challenges associated with the widespread adoption of artificial intelligence (AI) and necessitate a fundamental shift in the instructor's role from a knowledge transmitter to a facilitator.

The aim of the article is to define and scientifically substantiate the directions for organizing students' independent work using AI tools under the facilitative guidance of an instructor. To achieve this aim, the following research methods were employed: theoretical analysis of scientific literature and regulatory documents in education and digital technologies; comparative analysis of traditional and innovative approaches to independent work; generalization; and modeling of learning situations and tasks.

The study substantiates three main directions for organizing independent work with AI: 1) individualization of content and construction of adaptive educational trajectories using intelligent learning platforms; 2) facilitation of self-organization and reflection skills through the use of AI assistants and personalized knowledge bases, such as NotebookLM; 3) development of critical thinking and academic integrity by designing new types of assignments that involve the integrated use of generative AI models. The article provides specific examples of tasks and tools for each direction. Special attention is given to the ethical use of AI, particularly the necessity of declaring its application, and to the development of adequate assessment criteria shifted from evaluating information reproduction to assessing the value-added by the student, including their prompt engineering skills.

The conclusions confirm that the proposed approach enhances student autonomy, develops their metacognitive skills, and creates conditions for deep, meaningful learning. The prospect for further scientific inquiry lies in conducting an empirical study on the effectiveness of the described directions and developing methodological recommendations for instructors based on its findings.