PHILOSOPHICAL, PEDAGOGICAL AND PSYCHOLOGICAL ASPECTS OF INTEGRATING ARTIFICIAL INTELLIGENCE TOOLS IN EDUCATION

Authors

  • Yakubboyeva Nafisa Sakhobiddinovna National Pedagogical University of Uzbekistan named after Nizami, Associate Professor of the Department of Information Technologies and Systems, PhD in Pedagogical Sciences,

DOI:

https://doi.org/10.55640/

Abstract

Abstract. The swift digital transformation occurring within global educational systems has positioned artificial intelligence (AI) as a pivotal element in pedagogical change. However, the prevailing narrative tends to be overly focused on technology and its practical applications. This article seeks to rectify this imbalance by exploring AI's role in education through three carefully considered dimensions: philosophical, pedagogical, and psychological. From a philosophical perspective, the study scrutinizes the epistemological and ethical foundations inherent in AI-based educational tools, addressing issues such as algorithmic bias, epistemic autonomy, and the conflict between instrumental and communicative rationalities. The pedagogical analysis assesses how different types of AI tools correspond with established learning theories and Bloom's revised taxonomy by drawing on empirical data from intelligent tutoring systems and adaptive learning platforms used in computer science education. On a psychological level, the research examines cognitive load dynamics, satisfaction of motivational needs, and socio-emotional impacts arising from learner interactions with AI—specifically focusing on challenges faced by informatics educators amid Uzbekistan’s digital transformation efforts. By synthesizing recent peer-reviewed studies (2015–2025) along with the author's own empirical research into the use of AI for teaching informatics (Yakubboyeva 2023; 2025a; 2025b), this article proposes a new Triplicate Integration Framework (TIF) as a conceptual foundation for ethically responsible and sustainable adoption of AI in educational practices.

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Published

2026-06-10

Issue

Vol. 5 No. 6 (2026): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

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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.

How to Cite

PHILOSOPHICAL, PEDAGOGICAL AND PSYCHOLOGICAL ASPECTS OF INTEGRATING ARTIFICIAL INTELLIGENCE TOOLS IN EDUCATION. (2026). Journal of Multidisciplinary Sciences and Innovations, 5(6), 798-805. https://doi.org/10.55640/