LINGUISTIC AND SOCIO-HUMANITARIAN CHARACTERISTICS OF ORGANIZING INCLUSIVE LANGUAGE EDUCATION BASED ON ARTIFICIAL INTELLIGENCE AND INNOVATIVE PEDAGOGICAL TECHNOLOGIES
Аннотация
This study investigates the intersection of Artificial Intelligence (AI) and inclusive pedagogy within the framework of language acquisition. It aims to identify the linguistic and socio-humanitarian mechanisms that facilitate equitable education for diverse learners, including those with disabilities and neurodivergent profiles.
Ключевые слова:
Библиографические ссылки
Qodirova, F. U., & Pulatova, D. A. (2022). Inclusive Education: Theory and Methodology. Chirchik State Pedagogical University.
Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education in the 21st Century. UCL Press.
Selwyn, N. (2019). Should Robots Replace Teachers? AI and the Future of Education. Polity Press.
Xolboev, A. M. (2025). Inclusive Education: Pedagogical Methods for Working with Children with Disabilities. Tashkent.
Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
UNESCO (2023). Guidance for Generative AI in Education and Research. 8. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
География читателей
Загрузки
Опубликован
Выпуск
Раздел
Как цитировать
