Keyword: «personalized learning»

The relevance of the problem under study is determined by the profound changes in the general education system caused by digital transformation. The current stage of societal development requires a revision of existing models of teacher training, as traditional digital literacy of teachers has ceased to meet the challenges of the times. The lack of systemic understanding of how exactly the teacher education system should be transformed makes this study timely and relevant. The aim of the article is to provide a theoretical justification and substantive disclosure of key areas for the development of new professional competences of preservice teachers in the context of the digitalization of education, as well as to analyze the changing role of the teacher in the modern educational ecosystem. The article is of a theoretical nature. The methodological basis of the study is formed by a systems activity-oriented approach, allowing us to consider teacher training as a holistic process of developing readiness for innovative activity, and a competence-based approach, ensuring the identification and structuring of key digital pedagogical competences. The study uses the method of theoretical analysis and synthesis of scientific literature on the issues of digitalization of education, as well as the method of systematization and classification of current empirical research data (for 2025-2026). This study explores the evolution of the "teacher digital competence" concept from a technical level to digital pedagogical competence, encompassing methodological, research, and creative components. Four priority areas for training preservice teachers are identified: mastering artificial intelligence technologies, working with big data to personalize learning, designing individual educational trajectories, and creating interactive educational content. The transformation of the professional role of the teacher is substantiated, now acting not so much as a transmitter of knowledge, but as a facilitator, architect of the digital educational environment and curator of the digital culture of students. The theoretical significance of this study lies in clarification and systematization of the conceptual and categorical framework related to digital teacher training, as well as in the development of a conceptual model for the transition from digital literacy to digital pedagogical competence. The practical significance lies in the fact that the research tenets and conclusions presented in the article can be used in the design and modernization of key professional educational programs in pedagogical training areas.

This paper explores the impact of artificial intelligence (AI) and new digital technologies on learning and cognition. It examines the key aspects of digital thinking, its formation, and development in the context of rapid digitalization. The paper analyzes how AI and modern technologies, such as adaptive learning, virtual and augmented reality, and big data, are changing traditional approaches to education by personalizing the learning process, providing access to unlimited amounts of information, and developing new cognitive skills. Both the potential benefits and challenges of integrating AI and new technologies into education are explored, including issues of digital inequality, ethics, data security, and the need to redefine the role of the educator in the new educational paradigm. Special attention is given to developing critical thinking, creativity, and lifelong learning skills in the digital age.

The relevance of the study is driven by the global digital transformation of economic systems and the emergence of a new technological paradigm, which leads to stricter requirements for the level of professional foreign language proficiency among specialists in the field of international economic relations. A contradiction has emerged: on the one hand, the labour market is in dire need of economists capable of effective foreign language communication in a digital environment; on the other hand, the didactic resources of artificial intelligence technologies for solving this problem remain insufficiently studied. The cognitive characteristics of the modern “digital generation” of students, whose educational expectations and ways of processing information differ significantly from those of the past, add further urgency to the issue. The aim of the article is to identify, structure, and characterise the didactic potential of applying artificial intelligence technologies in the process of professional language training of future international economists through a comprehensive analysis. The methodological basis of the work includes methods of theoretical analysis of Russian and foreign scientific-pedagogical literature, as well as systematisation of AI-based digital tools relevant for language education in economic universities. The results of the study theoretically substantiate the feasibility of integrating AI technologies into the practice of professionally oriented foreign language teaching. The didactic potential of these technologies is systematised in five areas: using interactive formats (chatbots, voice assistants) to increase learning motivation; applying algorithmic spaced repetition for effective acquisition of professional vocabulary; modelling authentic professional situations and cases using generative neural networks (ChatGPT, BloombergGPT, Finprophet); designing individual educational trajectories based on adaptive algorithms; and organising instant evaluative feedback that overcomes the shortcomings of traditional assessment methods. In addition, a classification is developed and proposed that includes six types of feedback generated by AI tools: educational social, informational referential, methodological, analytical, evaluative, and conditionally creative. Each type is associated with specific digital services and neural network solutions. The theoretical significance of the work lies in deepening scientific understanding of the mechanisms and principles of integrating AI technologies into the context of professionally oriented foreign language education. The practical significance consists in the development of comprehensive recommendations and specific examples of using AI tools, which can be directly implemented into the curricula of economic universities to improve the effectiveness of forming professional and communicative competences of future specialists.