Abstract
This article analyses the pedagogical possibilities and didactic significance of artificial intelligence technologies in the digital educational environment. The research is based on Bloom's "2-sigma problem", Vygotsky's “zone of proximal development”, Papert's constructionism theory, and Gardner's theory of multiple intelligences. The study explores the role of artificial intelligence in adaptive learning, individualised education, automated assessment, creativity development, and optimisation of teachers' activities. At the same time, issues such as academic dishonesty, cognitive dependency, information security, and the weakening of independent thinking are critically examined. The research proposes a “human-artificial intelligence partnership" model for improving educational effectiveness.References
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Copyright (c) 2026 Shodiyona Bamullayeva, Niyoxon Toshpulatova
