Artificial Intelligence in Education: Theoretical Foundations, Historical Development, and Prospects

This article addresses the use of artificial intelligence in education. As a subject of pedagogical research, artificial intelligence has its own conceptual framework, structure, and a history of development spanning more than half a century. There are also limits to the application of AI in education and constraints imposed on these processes. It has been noted that, since 2022, generative language models have gradually but rapidly been incorporated into the practice of educators at various levels of education. Artificial intelligence services began to be used even before the relevant institutional rules were established, methodological recommendations were developed, and professional development programs for educators were organized. The aim of the study is to substantiate the interpretation of the concept of “artificial intelligence in education,” to identify the stages of AI development, and to explore the prospects for its integration into the education system, taking into account the results of a survey of teachers. The study employs a comparative analysis of definitions, the historical-pedagogical method, an analysis of regulatory documents from the European Union and UNESCO, and a survey of academic and teaching staff at Ukrainian higher education institutions (31 questions in six sections). Artificial intelligence in education is proposed to be broadly defined as a group of software tools that, based on relevant services, perform operations such as forecasting, individualization, assessment, and the generation of instructional materials, as well as carrying out specific functions to support the educational process without replacing the teacher. In the history of the development and implementation of AI elements in education, five stages have been identified, spanning periods from the use of programmed computerized instruction to the use of generative artificial intelligence services with varying functionality. The prospects for the further integration of artificial intelligence services into the educational process are primarily linked to changes in the assessment system and a shift in emphasis from evaluating the final results of tasks to the process itself, the development of institution-specific policies for AI application in educational institutions, and the institutionalization of training for both future and current teachers in the pedagogically sound use of AI services.ReferencesBaker, T., & Smith, L. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. Nesta.Bloom, B. S. (1984). 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