kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.19.4.07KLGRXOkvmolur-110Research ArticleСтатьиРазвитие интегративной адаптивной среды обучения с использованием искусственного интеллекта для подготовки учителей в странах БРИКСAdvancing an Integrative AI-assisted Adaptive Learning Environment for Teacher Education: Case of the BRICS Countrieshttps://orcid.org/0000-0001-7848-1869МохаммадиМ.MohammadiM.

Молуд Мохаммади

Карлсруэ

Moloud Mohammadi

Karlsruhe

Mohammadi.moloud@gmail.comТехнологический институт КарлсруэГерманияKarlsruhe Institute of TechnologyGermany2024031020251948295Copyright © Мохаммади М., 20252025Мохаммади М.Mohammadi M.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/110

Интеграция искусственного интеллекта (ИИ) в профессиональное развитие учителей (ПД) является многообещающим способом улучшения практики преподавания и содействия инновациям в образовании. Однако разработка и внедрение образовательных платформ на основе ИИ сталкиваются в регионе БРИКС с проблемами, связанными с технологической инфраструктурой и культурным разнообразием. Целью данного исследования было выявление ключевых аспектов преподавания в интегративной адаптивной среде обучения (АСО) с использованием ИИ. Теоретические методы использовались в совокупности с качественным анализом интервью и обсуждений в фокус-группах 36 профессоров, исследователей и экспертов иранских университетов. Результаты данного исследования демонстрируют перспективы реализации совместной платформы ИИ-АСО и ее эффективность: доказана важность контекстуализации ИИ и образовательных подходов к потребностям и ограничениям каждой страны; показана значимость местных программ обучения, национального понимания областей роста, определения ценностей и культурных особенностей, которыми следует поделиться с другими сторонами; выявлены пути разработки образовательных ресурсов, совместимых с общими платформами, с целью преодоления технологических барьеров. Исследование содержит рекомендации по наращиванию потенциала сотрудничества в целях образовательных инноваций, по разработке на основе искусственного интеллекта методов обучения, которые откроют новые возможности для профессионального развития следующего поколения педагогов в цифровом пространстве региона БРИКС.

Integrating artificial intelligence (AI) into teacher professional development (PD) is a promising way to enhance teaching practices and foster innovation in education. However, the development and adoption of AI-based educational platforms face unique challenges in the BRICS region, including technological infrastructure and cultural diversity. This study aimed to identify key aspects of teaching in developing an integrative AI-assisted adaptive learning environment (ALE) in the region. Theoretical methods were used along with qualitative analyses of in-depth interviews and focus group discussions of 36 professors, researchers, and experts from Iranian universities. The findings of this study provided perspectives on the feasibility and effectiveness of developing a joint AI-ALE platform, emphasizing the importance of contextualizing AI initiatives and educational approaches to the needs and constraints of each country and underscoring the significance of local training programs, understanding areas of growth, clarifying values and cultures to be shared with other parties, designing educational resources compatible with collaborative platforms, and overcoming technological barriers. The study provided recommendations on capacity building and joint partnerships for educational innovation, and the development of AI-based teaching practices to open up new opportunities for PD of the next generation of educators for the digital landscape in the BRICS area.

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The authors declare that there are no conflicts of interest present.