THE EFFECT OF USING ARTIFICIAL INTELLIGENCE-BASED LEARNING TASKS IN CHEMISTRY LESSONS: THE EXPERIENCE OF KAZAKHSTAN

Abstract

The use of artificial intelligence (AI)-based learning tasks in teaching chemistry within Kazakhstan’s general secondary education system has become one of the emerging pedagogical approaches that plays a significant role in increasing students’ interest in the subject, facilitating the understanding of complex chemical concepts, and developing research skills. Adaptive tasks, interactive models, molecular visualization, automatic analysis of reaction equations, and real-time feedback offered through AI platforms allow consideration of students’ learning pace and individual needs. Experimental practices conducted in schools across Kazakhstan have shown that the use of AI tools enhances students’ comprehension of chemical phenomena, supports the development of practical skills, and positively influences logical and critical thinking. This article analyzes the didactic possibilities, pedagogical effectiveness, application conditions of AI-based learning tasks, and the results obtained from the educational experience in Kazakhstan.