Albina Kaumova

The article addresses the theoretical conceptualization and structural modelling of a new pedagogical category – the digital developing subject-spatial environment of a preschool educational organization with elements of artificial intelligence (digital DSSE with AI elements) – in the context of foreign language development of children aged 4–7. Existing studies consider the digital environment and artificial intelligence technologies separately, which limits their combined didactic potential and does not allow for the identification of the synergistic effect of integration. The aim of this article is to develop an original author's definition and a structural model of the digital DSSE of preschool educational organizations with AI elements, as well as to substantiate its role as a pedagogical condition for the foreign language development of children aged 4-7. The principal research methods include a theoretical analysis of the regulatory framework and scientific literature, the conceptualization of the author's original concept, a systematic analysis of the structural components of the environment, and pedagogical observation during the testing of the designed environment. The main results include the formulation of an original author's definition of the digital DSSE of preschool educational organizations with AI elements as a holistic pedagogical system that ensures the dynamic adaptation of the content of foreign language interaction; the development of a seven-component structural model that includes the regulatory, infrastructure, information and content, methodological and pedagogical, communication and management, subject, and security units; the identification of risks in the functioning of this environment and the mechanisms for their minimization; and the description of the synergistic effect of the integration of the digital DSSE and AI technologies. The theoretical significance of the work lies in the introduction of a new pedagogical concept and its differentiation from related categories. The practical significance lies in the fact that the developed model has been tested in preschool educational organizations and has confirmed the positive impact of the designed environment on the foreign language speech development of preschoolers.