MASHGʻULOTLARNI SUN'IY INTELLEKT TEXNOLOGIYALARI YORDAMIDA TASHKIL ETISH MUAMMOLARI VA ULARNI HAL QILISH USULLARI

Otaxanov N.A

doi:10.5281/zenodo.23942519

29.10.2026

Oʻzbekcha

MASHGʻULOTLARNI SUN'IY INTELLEKT TEXNOLOGIYALARI YORDAMIDA TASHKIL ETISH MUAMMOLARI VA ULARNI HAL QILISH USULLARI

Nashr sanasi

29.10.2026

Jurnal

Raqamli-pedagogik transformatsiya va zamonaviy taʼlimning tadqiqot modellari mavzusidagi Respublika ilmiy-amaliy anjumani

Nashr

Raqamli-pedagogik transformatsiya va zamonaviy taʼlimning tadqiqot modellari mavzusidagi Respublika ilmiy-amaliy anjumani

Sahifalar

640-645

DOI

10.5281/zenodo.23942519

Mualliflar

Otaxanov N.A

Annotatsiya

Mazkur maqolada ta’lim mashg‘ulotlarini sun’iy intellekt texnologiyalari yordamida tashkil etish jarayonida yuzaga keladigan tashkiliy, metodik, texnik va psixologik muammolar hamda ularni bartaraf etish yo‘llari tahlil qilinadi. Tadqiqotda ChatGPT, Google Gemini, Claude, Khanmigo, Duolingo Max va Quizlet Q-Chat kabi sun’iy intellekt platformalarining ta’limiy imkoniyatlari, afzalliklari va cheklovlari qiyosiy o‘rganiladi. Shuningdek, pedagoglar va talabalar faoliyatida sun’iy intellektdan foydalanishning ijobiy jihatlari, texnologik qaramlik, kognitiv passivlik, akademik halollik va ma’lumotlar xavfsizligi bilan bog‘liq xavf-xatarlar yoritiladi. Muammolarni hal etish bo‘yicha inson markazlashgan yondashuv, pedagoglarning raqamli savodxonligini oshirish, akademik halollik qoidalarini takomillashtirish hamda xavfsiz ta’lim platformalaridan foydalanish kabi amaliy tavsiyalar ishlab chiqiladi. Xulosada sun’iy intellekt o‘qituvchining o‘rnini bosuvchi emas, balki ta’lim sifatini oshirishga xizmat qiluvchi yordamchi vosita ekanligi asoslanadi.

Kalit so‘zlar

ChatGPT Ta’lim sifati adaptiv ta’lim akademik halollik pedagogik innovatsiyalar raqamli savodxonlik raqamli ta’lim sun’iy intellekt ta’lim texnologiyalari Google Gemini kognitiv passivlik ma’lumotlar xavfsizligi.

Boshqa tillardagi variantlar

English

This article analyzes the organizational, methodological, technical, and psychological challenges arising from the use of artificial intelligence technologies in organizing educational activities, as well as approaches to addressing these challenges. The study provides a comparative analysis of the educational capabilities, advantages, and limitations of artificial intelligence platforms such as ChatGPT, Google Gemini, Claude, Khanmigo, Duolingo Max, and Quizlet Q-Chat. It also examines the benefits of using artificial intelligence in the activities of teachers and students, alongside potential risks related to technological dependence, cognitive passivity, academic integrity, and data security. Practical recommendations are proposed to address these challenges, including the implementation of a human-centered approach, enhancement of teachers’ digital literacy, improvement of academic integrity policies, and the use of secure educational platforms. The article concludes that artificial intelligence should not replace teachers but rather serve as a supportive tool for improving the quality of education.

ChatGPT academic integrity adaptive learning artificial intelligence digital education digital literacy educational quality educational technologies pedagogical innovations Google Gemini cognitive passivity data security.

Foydalanilgan adabiyotlar

1. Aripov, M., & Otaxanov, N. (2024). Ta'lim jarayonida raqamli texnologiyalar va sun'iy intellekt elementlarini qoʻllashning metodik asoslari. Toshkent: OʻzMU xabarlari.

2. UNESCO. (2023). Guidance for generative AI in education and research. UNESCO Publishing, Paris.

3. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign, Boston.

4. Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An argument for AI in Education. Pearson Education, London.

5. Mollick, E. R., & Mollick, L. (2023). Assigning AI: Seven Approaches for Students, with Prompts. Wharton School Research Paper, University of Pennsylvania.

6. Selwyn, N. (2019). Should Robots Replace Teachers? AI and the Future of Education. Polity Press, Cambridge.

7. Oʻzbekiston Respublikasi Maktabgacha va maktab ta'limi vazirligi. (2024). Ta'lim tizimida raqamli va sun'iy intellekt texnologiyalarini joriy etish konsepsiyasi. Toshkent.

8. Tuomi, I. (2018). The Impact of Artificial Intelligence on Learning, Teaching, and Education. European Commission, Joint Research Centre, EUR 29442 EN.

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