Artificial intelligence and personalized learning: Scaffolding technology

Abstract

Introduction. The purpose of the study is to try to answer this question: what are the conditions and strategies for the implementation of AI technologies to solve the strategic task of the transition from mass educational technologies inherent in Industry 4.0 to individualized educational technologies of the upcoming Industry 5.0 using the example of scaffolding subtechnology (derived from the English word «scaffolding» meaning «staging»). The latter in educational discourse is understood as providing support to a student, solely as necessary, with a gradual decrease in the amount of such support as the student»s competencies increase.Purpose setting. The paper solves the problem of determining the conditions and strategies for the implementation of AI technologies to solve the strategic task of the transition from mass educational technologies inherent in Industry 4.0 to individualized educational technologies of the upcoming Industry 5.0 using the example of the scaffolding subtechnology.Methodology and methods of the study. The analysis of Russian and foreign sources is used as a research methodology.Results. The analysis carried out showed that, on the one hand, the scaffolding subtechnology is able to effectively solve the problems of individualization of the educational process as a response to the challenge of modern education, on the other hand, the potential of using the above-mentioned subtechnology is functionally limited by the influence of external socio-economic factors.Conclusion. Firstly, modern education is in the conditions of total digitalization. At the same time, the demands of society require individualization, humanization and an increase in the scale of the «human touch» from education. The subtechnology of scaffolding can become a link between artificial intelligence, as part of digital technologies, and education. The main reason for the insufficient use of the scaffolding subtechnology at the moment is its insufficient knowledge. Speaking about the possibilities of using subtechnology in Russia, it is worth mentioning that research on the impact of the latter on the learning process has practically not been conducted, which makes it impossible both to fully use and evaluate the possibilities of scaffolding in modern education.