Author/Authors :
Skrynnyk, Olena Germany - Sumy State University, Sumy, Ukraine , Lyeonov, Serhiy Department of Economic Cybernetics - Sumy State University, Sumy, Ukraine , Lenska, Svitlana Department of Ukrainian Literature - Poltava V.G. Korolenko National Pedagogical University, Poltava, Ukraine , Litvinchuk, Svitlana Department of methodology of professional training - Mykolayiv National Agrarian University, Mykolaiv, Ukraine , Galaieva, Liudmyla Department of Economic Cybernetics - National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine , Radkevych, Oleksandr Research and Organizational - Department of the Institute of Vocational Education and Training of National Academy of Educational Science of Ukraine
Abstract :
External factorsexert an enormous influence on the exigencies of changing the technological
course of individualsectors. Digitalizationrepresents not a new milestone in the evolution of
education, but its technological and methodological development. Due to a period of
constraints, caused by COVID-19 pandemic, educational institutions at all levels in most
countries have been forced to resort to digitalization of the learning process. Intelligent
learning software provide their users with a variety of options to design and individualize the
learning process, as well as independence from time and space. Teachers benefit from flexible
content generation and just-in-time assessment of learners' progress, evaluation of large task
sets, knowledge sharing with other teachers and knowledge institutions. Learners benefit from
anytime availability of learning tools and just-in-time feedback. In our investigation, we consider the current state-of-the-art of educational software. Considering the results of
quantitative empirical study and analysis of educational issues solvable by artificial
intelligence, we present a developed and tested framework for selected educational problem.
