Artificial Intelligence in the Development of the Theory and Practices of Self-Directed Learning

Abstract

This study examined the effectiveness of using Artificial Intelligence (AI) in strengthening self-directed learning using the flipped classroom model. The problem of the study was the small amount of evidence of the effectiveness and impact of artificial infection on the process of self-directed learning, especially in primary school. The purpose of the study was to study the impact of artificial intelligence on autonomy, involvement and knowledge acquisition by students. During the study, an experimental design was conducted with the participation of fifth-grade students, the results of which were supported by teachers’ survey. The results of the study showed that students using artificial intelligence in the process of acquiring knowledge demonstrate a higher level of independence, motivation, and long-term knowledge retention compared to students in traditional forms of education. However, teacher feedback was ambivalent, pointing to both the capabilities of artificial intelligence and the problems existing in the process of implementing artificial intelligence, which can cause excessive dependence on artificial intelligence. The results of these studies confirmed the theory of self-directed learning, demonstrating the possibility of its application in an educational environment supported by artificial intelligence, which in turn provides the opportunity to improve the level of intelligence in primary education and increase accessibility to digital learning tools.