Artificial Intelligence in Education
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This article presents a comprehensive analysis of the didactic possibilities and limitations of artificial intelligence technologies in the primary education process and proposes a “human–machine partnership” model for integrating AI into primary classrooms.
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This article presents a comprehensive analysis of the didactic possibilities and limitations of artificial intelligence technologies in the primary education process. The study is grounded in B. Bloom’s “2-sigma problem”, S. Papert’s constructionism, and J. Piaget’s stages of cognitive development. It examines the potential of AI in the roles of personal tutor, educational content generator, conversational partner, creative collaborator, and teacher’s assistant; it also analyses key limitations — cognitive offloading, hallucinations, the uniformisation of creativity, and the impact on the child’s independent thinking. The conclusions propose a “human–machine partnership” model for integrating AI into primary classrooms.
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@article{Toshpulatova2026DIDACTIC,
title = {DIDACTIC POSSIBILITIES AND LIMITATIONS OF ARTIFICIAL INTELLIGENCE IN THE PRIMARY EDUCATION PROCESS},
author = {Niyoxon Toshpulatova and Gurdofarid Jamolova},
journal = {Journal of Universal Science Research},
year = {2026},
doi = {10.66301/jusr/vol4_issm/art115},
url = {https://doi.org/10.66301/jusr/vol4_issm/art115}
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