TA’LIMDA SUN’IY INTELLEKT TRANSFORMATSIYASI ISTIQBOLI.

KIRISH: XXI asrning birinchi choragida sun’iy intellekt kundalik hayot va kasbiy faoliyatning ajralmas qismiga aylandi; 2022-yil oxiridan boshlab katta til modellariga asoslangan generativ SI vositalari ommalashib, ta’lim sohasiga boshqa sohalarga qaraganda tezroq va chuqurroq ta’sir ko‘rsatmoqda. MAQSAD: ta’limda sun’iy intellekt transformatsiyasining asosiy yo‘nalishlari, xavflari va istiqbollarini tizimlashtirishdan iborat. MATERIALLAR VA METODLAR: tadqiqotda ilmiy-pedagogik adabiyotlar va xalqaro tashkilotlar hujjatlarini qiyosiy tahlil qilish, ta’limda SI vositalarini qo‘llash tajribasini umumlashtirish hamda pedagogika oliy ta’lim muassasasida dasturlash, bulutli texnologiyalar va SI fanlarini o‘qitish amaliyotini tahlil qilish usullaridan foydalanildi. MUHOKAMA VA NATIJALAR: transformatsiyaning asosiy yo‘nalishlari — shaxsiylashtirilgan ta’lim, o‘qituvchi faoliyatining o‘zgarishi, baholash tizimining yangilanishi, ta’limni boshqarishda ma’lumotlarga asoslangan qarorlar, inklyuziv ta’lim va dasturlash ta’limining yangilanishi — aniqlandi. Shuningdek SIni joriy etishdagi xavflar (akademik halollik, ma’lumotlar maxfiyligi, algoritmik xolislik, raqamli tengsizlik) belgilandi. XULOSA: O‘zbekiston ta’lim tizimi sharoitida SI transformatsiyasining istiqbollari belgilanib, pedagog kadrlar tayyorlash tizimiga oid amaliy takliflar berildi.

INTRODUCTION: in the first quarter of the 21st century, artificial intelligence has moved beyond laboratory research and become an integral part of everyday life and professional activity; since late 2022, generative AI tools built on large language models have become widespread, affecting education faster and more deeply than other fields. AIM: to systematize the main directions, risks and prospects of artificial intelligence transformation in education. MATERIALS AND METHODS: the study applied comparative analysis of scientificpedagogical literature and documents of international organizations, generalization of experience in applying AI tools in education, and analysis of the practice of teaching programming, cloud technologies and AI disciplines at a higher pedagogical institution. DISCUSSION AND RESULTS: the main directions of transformation were identified — personalized learning, changes in teacher activity, renewal of the assessment system, data-driven education management, expansion of inclusive education opportunities, and renewal of programming education. Risks of AI implementation were identified (academic integrity, data privacy, algorithmic bias, digital inequality). CONCLUSION: the prospects of AI transformation were determined for the conditions of Uzbekistan’s education system, and practical recommendations were given for the system of training pedagogical personnel.