Cyberpedagogy: Digital And Pedagogical Diagnostics Using Artificial Intelligence Technologies
DOI:
https://doi.org/10.37547/pedagogics-crjp-07-01-10Keywords:
Cyberpedagogy, digital learning environments, artificial intelligence (AI)Abstract
This study is devoted to examining the process of developing students’ cyberpedagogical competencies within the context of digital transformation in the education system. Within the scope of the research, the potential of artificial intelligence (AI) and software-based didactic tools to implement pedagogical diagnostics and to design individualized learning pathways was analyzed. Research methods included analysis, synthesis, comparison, empirical observation, and the generalization of existing scientific studies. The findings indicate that AI technologies enable real-time assessment of students’ knowledge and skills, facilitate the individualization of the learning process, and optimize pedagogical decision-making. Moreover, the study identifies the human factor—namely, teachers’ pedagogical expertise, empathy, and methodological approach—as a crucial determinant of AI effectiveness. The results provide educators and instructional designers with scientific and practical guidelines for creating interactive, personalized digital learning environments that promote the development of cyberpedagogical competencies.
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Copyright (c) 2026 Shoira B. Bekchonova
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.
