Abstract
This article analyzes the theoretical and pedagogical foundations of forming communicative competence in primary school pupils in connection with artificial intelligence technologies. Communicative competence is interpreted as a set of abilities that enable a child to express thoughts through oral and written speech, listen to an interlocutor, choose speech units appropriate to the communication situation, ask questions, give answers, express attitudes, and engage in social cooperation. At the primary education stage, the formation of this competence plays an important role in pupils’ future learning activities, social adaptation, and personal development. The article reveals the opportunities of artificial intelligence tools in ensuring an individual approach, creating adaptive tasks, encouraging speech activity, and organizing an interactive communication environment. At the same time, special attention is paid to pedagogical supervision, ethical standards, age-specific characteristics, critical thinking, and the priority of live communication when using artificial intelligence. UNESCO notes that artificial intelligence in education increases not only opportunities, but also risks and the need for regulation. The OECD also emphasizes that generative artificial intelligence can be useful in the learning process, but it should not replace pupils’ thinking activity.References
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Copyright (c) 2026 Dilfuza Masharipova, Shaxnoza Donayeva
