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  • Документ
    Conceptual Foundations for Integrating Artificial Intelligence Technologies in Developing Personalized Learning Pathways for Students with Special Educational Needs
    (СумДПУ імені А. С.Макаренка, 2025) Hereha Bohdan; Герега Богдан
    Conceptual foundations for integrating artificial intelligence technologies in developing personalized learning pathways for students with special educational needs. The article explores the potential of integrating artificial intelligence (AI) technologies into the design and implementation of individualized educational trajectories (IETs) for children with special educational needs (SEN). The research focuses on the analysis of theoretical approaches to personalized learning, a review of current international and national studies in the fields of inclusive education and AI, and the development of a conceptual model that incorporates digital analytical tools across all stages of the IET – from data collection and interpretation to the monitoring and adjustment of the educational process. The methodological framework is grounded in general scientific methods of analysis, synthesis, induction, deduction, interpretiveanalytical and structural-functional approaches, which enabled a comprehensive study of academic sources and a systematic generalization of research outcomes. The results indicate that AI can serve as an effective tool at every stage of IET development, particularly in identifying learners’ needs, setting educational goals, selecting appropriate pedagogical strategies, and designing assessment instruments. A generalized model has been developed for AI integration into the six core stages of the IET, enhancing the adaptability of instruction, increasing the accuracy of pedagogical decisions, and improving the responsiveness of feedback mechanisms. Special attention is given to the risks and limitations associated with AI use, including ethical considerations, algorithm interpretability, and the need to maintain human pedagogical support as a central component of the educational process. The practical significance of the study lies in establishing a foundation for the implementation of innovative technologies within the framework of personalized learning in inclusive educational settings. The conclusions emphasize the importance of ethical regulation, interdisciplinary collaboration among specialists, and the need for further empirical research on the effectiveness of the proposed approaches in realworld educational environments.