This article examines the theoretical foundations and practical mechanisms for developing artificial intelligencebased adaptive learning systems and their role in promoting personalized learning within the family educational environment. The study analyzes the potential of artificial intelligence technologies to create individualized learning trajectories by automatically adapting educational content according to learners’ knowledge level, learning pace, interests, and cognitive characteristics.Furthermore, international experiences from the United States, Finland, Singapore, South Korea, and China are comparativelyanalyzed to identify effective approaches for integrating adaptive learning systems into family education. Based on the findings,a conceptual mechanism for implementing AI-powered adaptive learning in family educational settings is proposed, highlighting its pedagogical effectiveness and contribution to improving educational quality.
| Mualliflar | Fayzullo Azim o‘g‘li, Sobirov |
|---|---|
| Jurnal | Марказий Осиёда жамият, гендер ва оила – Общество, гендер и семья в Центральной Азии – Society, Gender and Family in Central Asia |
| Nashr sanasi | 2026-07-12 |
| Son | 2 |
| Betlar | 133-140 |
| Til | O‘zbek |
| DOI | 10.65185/mojgo.vi.674 |
DOI: 10.65185/mojgo.vi.674 · Maqolaning asl sahifasi
искусственный интеллект, адаптивная образовательная система, личностно-ориентированное обучение, семейное образование, цифровая педагогика, образовательная аналитика, artificial intelligence, adaptive learning system, personalized learning, family education, digital pedagogy, learning analytics, machine learning, educational technology, individual learning trajectory, sun’iy intellekt, adaptiv o‘quv tizimi, shaxsga yo‘naltirilgan ta’lim, oilaviy ta’lim, raqamli pedagogika, individual ta’lim trayektoriyasi, ta’limni raqamlashtirish
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