THE TRANSFORMATION OF STUDENTS’ INDEPENDENT LEARNING AND COGNITIVE ACTIVITY IN HIGHER PEDAGOGICAL EDUCATION THROUGH ARTIFICIAL INTELLIGENCE TECHNOLOGIES: A SYSTEMIC APPROACH

Abstract

The rapid advancement of Artificial Intelligence (AI) technologies offers unprecedented opportunities to transform higher pedagogical education. This study explores the design and implementation of an AI-powered system aimed at enhancing students’ independent learning and cognitive activity. Using a mixed-methods approach, the research involved 248 pre-service teachers from pedagogical universities. The proposed system integrates adaptive learning platforms, intelligent tutoring systems, generative AI tools, and learning analytics. Results indicate a statistically significant improvement in students’ autonomy (p < 0.01), cognitive engagement, and academic performance compared to traditional methods. The findings highlight the potential of AI to personalize learning pathways, provide real-time feedback, and foster higher-order thinking skills. Challenges related to digital equity, ethical use, and teacher readiness are also discussed.