DIGITAL TECHNOLOGIES FOR ENSURING THE INCLUSIVENESS OF EDUCATIONAL SERVICES IN THE CONTEXT OF ARTIFICIAL INTELLIGENCE DEVELOPMENT
DOI:
https://doi.org/10.32782/inclusive_economics.12-7Keywords:
inclusiveness of educational services, digital technologies, digitalization of education, artificial intelligence, distance learning, digital educational environment, educational mobility, adaptive learning, assistive technologiesAbstract
The article examines the role of digital technologies in ensuring the inclusiveness of educational services in the context of war, forced educational mobility, the destruction of educational infrastructure, and the rapid development of artificial intelligence. The relevance of the study is determined by the need to rethink educational inclusiveness not only as support for persons with special educational needs, but also as the ability of the education system to provide accessibility, continuity, adaptability, and variability of learning for different categories of learners. The article analyzes the key challenges that limit equal access to educational services in Ukraine, including the damage and destruction of educational institutions, internal displacement, the stay of Ukrainian children and youth abroad, differences in educational trajectories, and the existence of social, language, physical, organizational, and communication barriers. It is substantiated that digital technologies perform not only an auxiliary but also a compensatory function, as they make it possible to maintain the educational process under conditions of physical inaccessibility of educational infrastructure and spatial separation of learners and educational institutions. The study proposes a classification of digital technologies for ensuring the inclusiveness of educational services according to their functional purpose. The classification includes distance learning technologies, learning management technologies, adaptive and assistive digital educational technologies, technologies for supporting learning calculations, digital communication and support technologies, open access technologies for educational content, remote access technologies, educational analytics technologies, and artificial intelligence technologies. The article also analyzes the practical use of digital tools in Ukrainian educational institutions and identifies the uneven nature of digital transformation, in which basic tools for learning organization and online communication are more widespread than analytical, integrated, and AI-based solutions. Particular attention is paid to the impact of artificial intelligence on the transformation of digital technologies. It is shown that AI strengthens their inclusive potential through personalization of learning, adaptive feedback, automated support, translation, generation of alternative formats of educational content, and prediction of educational risks. The article outlines practical directions for the effective and ethical use of AI in order to form an inclusive digital educational environment.
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