Pedagogical conditions for the use of artificial intelligence in the educational process

Abstract

The article examines the pedagogical conditions for the effective use of artificial intelligence (AI) in the educational process. AI is considered not as a replacement for the teacher but as a tool for enhancing learning, increasing personalization, and improving educational outcomes. Based on research and empirical data, including a study conducted in Hong Kong universities, the paper highlights differing perceptions of AI among students and teachers. The study identifies the potential of generative AI to support lesson planning, feedback, and student engagement while also emphasizing existing concerns and limitations. The author outlines ten key pedagogical conditions necessary for the methodologically sound integration of AI into teaching practice, including didactic appropriateness, methodological integration, teacher competence, learner autonomy, ethical considerations, and inclusive education. It is concluded that the effectiveness of AI in education depends on a comprehensive and pedagogically grounded approach.