METHODOLOGY FOR ENHANCING STUDENTS’ INTELLECTUAL-COMMUNICATIVE COMPETENCE THROUGH ARTIFICIAL INTELLIGENCE IN INCLUSIVE EDUCATION

Аннотация

This article examines the development of students’ intellectual-communicative competence in inclusive higher education through the pedagogically purposeful integration of artificial intelligence (AI) technologies. The relevance of the study stems from the growing need to move beyond predominantly reproductive and technology-centred approaches towards an educational model in which AI serves as a means of stimulating students’ intellectual activity, communication, autonomy, and reflection rather than replacing the teacher or the learner’s independent thinking. Drawing on contemporary approaches to communicative competence, competency-based education, inclusive pedagogy, Universal Design for Learning, personalized learning, and AI-assisted language education, the study clarifies the conceptual content of students’ intellectual-communicative competence and proposes an original four-component structural model. The model incorporates motivational-axiological, cognitive-intellectual, communicative-activity, and reflective-regulatory components. The article identifies key pedagogical conditions for the effective integration of AI into inclusive education, including personalization, differentiation, accessibility, interactivity, critical evaluation, reflection, teacher mediation, and ethically responsible use of AI technologies. A five-stage methodology based on the sequence “diagnosis – intellectualization – communication – feedback – reflection” is developed. Criteria, indicators, and levels for assessing students’ intellectual-communicative competence are also proposed. The theoretical analysis of contemporary research indicates that AI has considerable potential for supporting language learning, personalized instruction, communicative practice, and self-regulated learning. At the same time, the literature demonstrates a continuing shortage of empirically validated comprehensive models that simultaneously integrate AI, intellectual development, communicative competence, and inclusive education. The proposed methodology therefore provides a theoretical and methodological framework for subsequent experimental investigation in authentic higher-education contexts.