USAGE OF ARTIFICIAL INTELLIGENCE IN PRESCHOOL EDUCATION INSTITUTION

The object of the study is the status, segment analysis, dynamics and prospects of the global markets for higher education and artificial intelligence in higher education. The analysis and systematization of literature data allowed to summarize the results of research in the field of marketing research of higher education markets and artificial intelligence in higher education. To conduct a marketing analysis, the method of literature search and the method of analysis were applied. The main trends, volumes, rates and factors of growth of the higher education and artificial intelligence markets in the field of higher education, as well as some limitations of their development are presented. The analysis of the higher education market is carried out by the following segments: geographical regions, mode of study, educational levels, sources of income, educational institutions, and the market of artificial intelligence in education – market components, deployment mode, technologies, applications, geographical regions. The potential demand and volume of higher education and artificial intelligence markets in the field of higher education in different countries of the world are determined, the dynamics and competition in the world markets are tracked. The state of the art and prospects for further research in the field of higher education and artificial intelligence in education are summarized. The following scientific methods were used: the method of searching for literature data on the topic under study; the method of analyzing literary sources; comparative analysis of different methodological approaches; content analysis of documents; the method of systematization and classification in conducting research on the achievements of modern science and technology in the field of higher education and the use of artificial intelligence in higher education. The systematization of literature data allowed to present the problems of higher education and the use of artificial intelligence in higher education in the form of tables and diagrams, which gives a certain advantage for understanding and using the material.

In order to explore the maturity of online concerts and the digital content of music resources, this article analyzes the role of artificial intelligence in music education, discusses the application of artificial intelligence in music education and the development trend of artificial intelligence in education, and studies the quality of vocal music teaching based on artificial intelligence technology. In this paper, ARM and SA algorithms, as well as internal and external probability algorithms, are combined for research and analysis. Through this study, the authors show that human intelligence skills have a certain impact on vocal music teaching, with an impact rate of 56.42%. It can be seen that artificial intelligence can directly optimize the level of music teachers and promote the improvement of teachers' teaching quality and efficiency. This article improves the effective understanding of artificial intelligence in music education and strengthens the scientific and rational application of artificial intelligence in education.

The purpose of the study is to predict possible trends in the impact of generative artificial intelligence, in particular ChatGPT technologies, on education. Predictive estimates are formed on the basis of expert discussions of the consequences of using these digital technologies in education, which are currently going on in the public space and in the scientific community. The main groups of expert opinions and scientific approaches are being identified and compared, which makes it possible to present a perspective vision of the processes of integrating generative artificial intelligence into education. Analysis and forecasting are mostly carried out on the example of the practice by using generative artificial intelligence in higher education, however, the main provisions and conclusions can be extrapolated to other levels of education.Materials and methods. In the course of the study, methods of qualitative analysis of expert opinions presented in the public space (in the media, social networks, on the websites of educational organizations and analytical agencies, in public speeches), as well as methods of meaningful analysis of scientific publications, were used. Grouping and classification of expert opinions and scientific approaches were carried out. The analysis also used the results of a sociological study conducted by means of online survey of students from the Plekhanov Russian University of Economics on a sample of more than 3 thousand people. Methods of social forecasting were used to form predictive estimates.Results. The analysis made it possible to conclude that public discourse on employing generative artificial intelligence in education is controversial. Five groups of expert opinions were identified regarding the impact of generative artificial intelligence on education, which differ as to the need for its use in educational organizations and the scope of educational transformations that can occur under its influence. The analysis of scientific discussions showed that scientific community has not finally determined the consequences of the practical impact of generative artificial intelligence on the field of education. At the same time, possible promising areas and problem areas of its use are being identified, as well as its potential to initiate new reforms in education. The following possible trends in the integration of generative artificial intelligence into education are predicted: gradual change in the paradigm of education towards creativity-oriented education; increase of the share and scope of using artificial intelligence technologies in education; formation of new legal and ethical standards governing the use of generative artificial intelligence in education; increasing the importance and changing the role of the lecturer.Conclusions. Generative artificial intelligence has all the potential for solving long-term tasks of developing education. However, rapid technological development is inevitably associated with numerous risks, which require the creation of a methodology for using generative artificial intelligence in education, improvement of regulatory framework and solution of ethical problems. A new qualitative level of integration of a human being and artificial intelligence in the educational sphere is the thing of the future. Such integration will contribute to improving the quality of human capital in line with rapidly developing technologies of 5.0 Industrial Revolution.

Today, artificial intelligence has penetrated all areas of human activity, including its technologies being actively implemented in the educational process. This article is devoted to issues related to the implementation of artificial intelligence in higher education. The purpose of this work was to determine the prospects and features of using artificial intelligence in the educational process of higher education. The novelty of the study lies in a comprehensive analysis of the areas of artificial intelligence use, its capabilities, risks, and limitations. The research methodology is based on a systems approach using theoretical and experimental methods. The article provides a brief analysis of the work of foreign and Russian researchers on the application of artificial intelligence. As part of the theoretical stage of the study: the main areas of artificial intelligence use are identified, which are systematized into three groups (educational process management, educational process organization, teacher optimization); the content and key benefits are determined for each group; the risks and limitations of using artificial intelligence in education are identified (technical, pedagogical, ethical, social and economic, legal). The experimental portion of the study involved conducting a survey among students and faculty at higher education institutions in the Trans-Baikal Territory and analyzing the results to determine the extent of artificial intelligence implementation in higher education and assess its impact on the educational process. The study demonstrated the need for careful implementation of artificial intelligence in higher education, maintaining a balance between technology and the human factor. Prospects for further research may include developing methods for the effective use of artificial intelligence in higher education.

The world we live in has been radically changed by technology in recent decades. The field of artificial intelligence (AI) in education (AIEd) has developed into a sizable literature collection with a variety of viewpoints. The use of artificial intelligence in educational applications is growing in popularity, posing both benefits and difficulties for the classroom. This study aims to provide a comprehensive understanding of the current conceptual framework of AIEd and explore the future vision for this technology. The study aims to investigate the opportunities that AI technology offers to enhance teaching and learning, identify challenges in this field and outline the future vision for AI technology, and examine the learning outcomes for teachers and students influenced by AI technology. This method can offer a thorough understanding of the conceptual framework and the long-term goals for this area of technology. For a comprehensive literature evaluation, we chose 35 empirical research publications that included AIEd applications, study themes, and other aspects of the research design, including the general AIEd research field, AIED applications, research topics, and future vision including future benefits, opportunities, threats, and challenges. Although AIEd-based settings are improving student learning, research indicates that tailored learning is still in its early stages. Lack of money and moral dilemmas are obstacles. AIEd's benefits include the fact that AI chatbots and applications facilitate learning, but they also have drawbacks. Additionally, AI apps improved engagement through interactive features, promoted well-being with components and continual availability, and spurred creativity by offering new ideas and problem-solving strategies. While encouraging creativity and increasing participation have many advantages, there are also important obstacles that need to be overcome, such as limits on creativity and moral dilemmas. To maximize the use of AI in education, these elements must be balanced through careful deployment and ongoing assessment.

The application of artificial intelligence in education is one of the focal research today. Researchers have discovered that with the continuous development of artificial intelligence, various artificial intelligence are being utilized in primary and secondary education. However, many issues in this field still lack a unified explanation and understanding. Therefore, the research theme of this paper focuses on the advantages and challenges of using artificial intelligence in education. Based on an analysis of relevant literature and survey data, this study explores the advantages and challenges of artificial intelligence in education. The research findings indicate that artificial intelligence can provide personalized education, offer abundant educational resources for teachers and students, and provide timely feedback on student progress. Thus, enhancing learning outcomes. However, the application of artificial intelligence in education still faces challenges such as funding limitations, inadequate policy support, privacy concerns, varying levels of teacher acceptance, and a lack of standardized curriculum. Nevertheless, the use of artificial intelligence in education holds tremendous potential. In the future, it is necessary to formulate policy and standardization at the national level and address issues such as information security and privacy protection to promote the comprehensive application and development of artificial intelligence in education.

Purpose: of the article is to study the influence of artificial intelligence on the construction of an adaptive educational environment that takes into account the positive and negative impact of artificial intelligence, as the core of digital technologies, on the well-being of participants in the educational process. Methods: the work uses a complex of theoretical methods, including axiomatic, formalization, abstraction, logical analysis, historical retrospection. The most signifi cant practical research methods include statistical, operationalization and evaluation, comparative analysis. Results: the article provides a statistical substantiation of the demand for artifi cial intelligence in the education. The current educational problems are shown, in solving which it is advisable to use artifi cial intelligence. The article describes the trends in the use of artificial intelligence in the Russian education. The interpretation of the adaptive educational environment is given and the possibilities of using artificial intelligence as a tool for its construction are shown. The logical sequence for constructing an adaptive intelligent teaching system is proposed. The analysis of the impact of digital technologies used in hybrid learning (including artifi cial intelligence) on the well-being of participants in the educational process was carried out. The need for a rational, balanced and cautious approach to the use of artifi cial intelligence in education is emphasized, which gives rise to numerous ethical problems, ignoring which can negatively aff ect the values of education. Conclusions and Relevance: in the context of digitalization of the economy and society, the key technology of which is artifi cial intelligence, education is facing technological challenges that force it to adapt to new operating conditions. The penetration of artifi cial intelligence into the field of education is the pattern of scientific and technological progress that cannot be resisted. The positive aspects and threats of using artificial intelligence in education should be critically assessed, and informed decisions should be made on this basis. Considering the specifics of the educational environment in which the foundation of personality is laid, and the need to preserve the values of education as a factor of cultural progress, priority in goal-setting and the meanings of education should remain with a person whose assistant can be artifi cial intelligence.

The current study aims to reveal possible opportunities for applying artificial intelligence in higher education, and to identify the most important challenges that such application faces and the maximum benefits that can be acquired from employing artificial intelligence techniques in developing the educational process and the educational services in higher education institutions. This study followed the descriptive analytical approach in addressing the topic of applying artificial intelligence in higher education by reviewing the literature and previous studies that addressed this topic. The study concluded that it is possible to benefit from the application of artificial intelligence in higher education in the fields of teaching, learning, administration, research, and others, if the requirements of this application are dealt with effectively and the facilities that support the use of artificial intelligence techniques are provided. The study recommends confronting the challenges that weaken the effectiveness of the application of artificial intelligence in higher education. The most important challenges in this regard are: the lack of educational policies related to the application of artificial intelligence in education, the weakness of the infrastructure needed to supports the use of artificial intelligence techniques, the need to train academics and learners on how to deal with new applications, and the lack of due awareness of the importance of artificial intelligence applications and its role in developing higher education. KEY WORDS: artificial intelligence, higher education, opportunities, challenges, foreseeing the future

Artificial Intelligence (AI) has rapidly emerged as a transformative force across diverse sectors worldwide, with policy initiatives signalling its rising prominence. In the realm of education, AI holds promise for revolutionising learning and teaching. However, the incorporation of AI in basic education faces significant challenges for many schools, particularly when explicit curriculum guidelines are absent, and teachers have limited exposure to AI technologies. This study delves into the importance of integrating Artificial Intelligence in Education (AIED), particularly in primary and secondary school settings, with a specific emphasis on the obstacles and facilitators. The research examines the impact of digital leadership and its role in mitigating teachers' barriers to AIED incorporations. These external variables are systematically outlined within the conceptual framework proposed by this study. Furthermore, it conceptualises and considers three AIED approaches—Learning from AI, Learning about AI, and Learning with AI—as internal variables central to basic-education AIED incorporations, as highlighted in previous research. The study gathers quantitative data through a self-constructed questionnaire survey from 204 school principals and management-level teachers across 60 primary and secondary schools in Hong Kong, capturing their perceptions of AIED incorporation. A structural equation model (SEM) is adopted to analyse the relationships between digital leadership, internal and external teacher barriers, and the three AIED approaches. The findings underscore that digital leadership is a significant factor in facilitating AI incorporations in schools, and that teachers' internal and external barriers considerably affect Learning about AI. The paper concludes by proposing strategies to enhance the capabilities of school leaders and teachers in promoting AIED in basic education.

The purpose of the study. The problem of using the capabilities of artificial intelligence and immersive technologies in educational programs is being updated. The article is devoted to the analysis of the role, functions and significance of artificial intelligence and immersive learning technologies in the development of an open educational environment and its personal segments formed by subjects of educational relations in the process of preparing graduates of pedagogical universities to change the conditions of modern society. The possibilities of Generative Pretrained Transformers (GPT) and virtual reality in its various manifestations (AR, VR, AVR) are discussed. Their influence on the formation of the personal educational environment of graduates of pedagogical universities is shown.Materials and methods. The method of comparative analysis of scientific publications in the field of artificial intelligence development, immersive learning technologies, and the formation of a personal educational environment is used. The capabilities of a number of GPT services have been experimentally tested. The ideas about the role and functions of new resources in improving the educational process are summarized. The forecast of the integration of artificial intelligence and immersive technologies in pedagogical education is given.The results of the study. It is shown that Generative Pretrained Transformers are able to implement reference and encyclopedic, constructive and creative, analytical, control and training functions in the educational process while observing the ethics of their application. The connection between the development of artificial intelligence and the appearance in the global information network of virtual characters imitating human appearance and behavior in various contexts, and anthropomorphic robots capable of communicating with humans for educational purposes is indicated. Attention is drawn to the inclusion of new means of communication with artificial intelligence in the personal educational environment of the lecturer, which provides him/her with a combination of the functions of a supplier and at the same time a consumer of knowledge. The prospects of the emergence of virtual and anthropomorphic pedagogical agents with artificial intelligence in the education system and in informal communications are assessed. The educational possibilities of augmented reality, virtual reality and augmented virtual reality as means of immersive learning technologies are defined. The pedagogical and technological conditions for the safe use of immersive learning technologies are given. It is noted that the creation of personal educational environments with components of artificial intelligence and immersive technologies makes it possible to organize the processes of teaching and self-education of a lecturer, ensuring the subjective nature of his/her personal and professional growth and mobility in a complicated world.Conclusion. The conclusion is made that the creativity of innovative lecturers, which is visible in their open educational environments, is a resource for overcoming the reproductive nature of the functioning of pre-trained neural networks. The authors believe that positive feedback in the joint evolution of artificial intelligence (AI) tools and personal segments of the open educational space will contribute to the transformation of the existing information society into a learning society. This makes it possible to form a system of open meta-education according to the needs of each individual.

The importance of artificial intelligence (AI) is growing in all economic sectors and thus also in higher education. In recent years, there have been significant developments in this concept of "Artificial Intelligence in Education (AIED)". The purpose of this study was to find out how the concept of artificial intelligence can be applied to teaching and learning in higher education and the implications of the use of artificial intelligence in higher education. The impact of the development of technologies on learning is often studied on the methods and scope of learning and teaching. Artificial intelligence enables higher education services to become easily accessible with extraordinary speed, not only in the classroom but also outside the classroom. This report seeks to explore how AI will become an integral part of universities and seeks to examine its immediate and future impact on various aspects of higher education. The challenges of implementing AI in these institutes were also explored. As artificial intelligence (AI) research in education increases, many researchers in the field believe that the role of teachers, schools and leaders in education will change. In this regard, the aim of this study is to investigate which are the possible scenarios for the arrival of artificial intelligence in education and what impact it can have on the future of schools. In this research, it confirmed that artificial intelligence has been widely adopted and used in various forms in education, especially educational institutions. Artificial intelligence was initially implemented in the form of computers and computer-related technologies, moving to web-based and web-based intelligent educational systems, and finally with the use of embedded computing systems and other technologies such as humanoid robots and web-based chatbots teachers & tasks and assignments independently or with tutors. With these platforms, teachers could perform various administrative tasks such as grading and Work more effectively and efficiently and achieve higher quality in your learning activities. On the other hand, because the systems use machine learning and adaptability, the curriculum and content are adapted which improved uptake and retention, which improved the student experience and the overall quality of education.

Innovation in higher education is essential to align teaching with technological developments. The use of artificial intelligence (AI) offers great potential to improve education management in higher education through optimizing the teaching and learning process. This research aims to explore how the integration of artificial intelligence in education management can improve the efficiency, effectiveness, and quality of students' learning experience in higher education. The research method includes a comparative analysis between conventional education management systems and systems that utilize artificial intelligence, as well as the implementation of AI technology in the decision-making process in higher education. The results show that the application of artificial intelligence can improve the ability of prediction, data analysis, adaptation, and personalization in curriculum management, student performance evaluation, and the provision of learning resources tailored to individual needs. Artificial intelligence in education management in higher education has opened up various opportunities. Artificial intelligence enables personalization of learning. In addition, the use of artificial intelligence in administration has also improved the efficiency of resource management and administrative processes. The conclusion of this study states that the utilization of artificial intelligence in educational management in higher education can bring about positive changes. By effectively utilizing artificial intelligence technology, universities can improve students' learning experience and optimize administrative efficiency, better preparing students for future challenges. It can also manage education in higher education to create a more adaptive, responsive, and innovative learning environment, which in turn can improve the overall quality of higher education.

Currently, the development of technologies affects all spheres of society. Artificial intelligence technologies are intensively developing and are beginning to be actively used to solve various problems both at the everyday and at the scientific level. Accordingly, there are discussions in the pedagogical circle about the possibilities of using artificial intelligence to solve educational tasks: from finding educational material, translating educational material into another language, creating a curriculum, computer presentation for an educational session, creating a computer program or project to communication in another language with an IA-assistant (Artificial Intelligence). That is, a scientific and pedagogical worker can delegate the performance of certain tasks to artificial intelligence technologies (but with further verification of the completed tasks by artificial intelligence technologies) and reduce his time for preparing for educational classes. Increasingly, scientists emphasize the possibility of using artificial intelligence technologies in the educational process and the need to train scientific and pedagogical workers to use artificial intelligence. Accordingly, the purpose of the article was to analyze the concept of "artificial intelligence" and describe existing scientific approaches to the use of artificial intelligence in the educational process. The methodology of the research was the analysis of the concept of "artificial intelligence" by both Ukrainian and foreign scientists, analysis of scientific approaches, explanation, comparison and systematization of directions, advantages, disadvantages of using artificial intelligence in education. The definition of the concept of "artificial intelligence" by both Ukrainian and foreign scientists is presented. We defined the concept of "artificial intelligence" as an information technology that ensures the performance of certain complex intellectual tasks. Examples of artificial intelligence technologies that can be used in the educational process include: Anima, Grammarly, CENTURY, IntelliMetric, API DeepL, OpenArt, GodeRabbit, etc. The areas of use of artificial intelligence in education are described and highlighted: individualized training, intelligent training systems, automated assessment, group training. The advantages and disadvantages of using artificial intelligence in the educational process are characterized. The results of the study emphasize the importance of studying and using artificial intelligence in the educational process, because this technology is developing rapidly, has prospects for further active development and is used in various spheres of human activity: scientific, medical, military, pedagogical, industrial, household, etc.

Due to the developments in the field of artificial intelligence, artificial intelligence-supported education has begun to show more effectiveness in the field of early childhood. There are studies indicating that the use of artificial intelligence in early childhood education improves children's learning processes. Therefore, this study aimed to reveal the attitudes of preschool teachers towards the use of artificial intelligence in education. The explanatory design from mixed method designs was used in the study. The quantitative data of the study was obtained from interviews with 120 preschool teachers and qualitative the data was obtained from interviews with 10 preschool teachers. As a result of the study, it was revealed that the attitudes of preschool teachers towards artificial intelligence did not differ according to age and work experience, but differed according to gender. It was revealed that preschool teachers generally supported the use of artificial intelligence in preschool education. Another result was that preschool teachers with high skills in using technological devices had more negative attitudes towards artificial intelligence than teachers with low skills in using technological devices. Suggestions were presented in line with the results of the study. Finally, preschool teachers stated that artificial intelligence cannot be used in preschool education due to lack of equipment, costs, insufficient expertise in artificial intelligence, and artificial intelligence not being suitable for children's development. In line with the research results, trainings and programs can be developed to support preschool teachers' self-efficacy in digital literacy and artificial intelligence use. It can be recommended that the necessary infrastructure and systems for the use of artificial intelligence be provided to preschool learning environments and that this be offered to all institutions on the basis of equal opportunities.

Artificial intelligence (AI) is rapidly entering various sectors of the economy, including in the education. AI applications are gradually starting to transform the way we learn and teach, offering both advantages and disadvantages. The purpose of the publication is to investigate the degree of use of artificial intelligence in Bulgarian educational institutions – schools and universities. To achieve the goal, the following main tasks are set: to make a literature review of scientific and specialized literature on the specifics of using artificial intelligence in education; to conduct a survey in secondary schools and universities regarding the degree of use of artificial intelligence in Bulgarian education; to bring out advantages and disadvantages of the use of artificial intelligence in education.