The Use of Artificial Intelligence in the Process of Pedagogical Diagnostics and Identification of Giftedness in Modern Schoolchildren
DOI:
https://doi.org/10.63437/3083-6433-2025-2(35)-09Keywords:
artificial intelligence, educational environment, giftedness, pedagogical diagnostics, identificationAbstract
The article examines the role of artificial intelligence in pedagogical diagnostics and the identification of various types of giftedness in modern schoolchildren. It emphasizes that the use of artificial intelligence makes it possible to create complex analytical models capable of identifying different types of giftedness based on large datasets, including academic achievements, cognitive characteristics, and socio-emotional manifestations. At the same time, an excessive focus of the educational process on algorithms and automated systems may lead to a reduction in students’ independent thinking, limit their creative abilities, and weaken the development of individual cognitive styles. Therefore, one of the key tasks of modern schools is to employ artificial intelligence technologies not as a substitute for pedagogical interaction, but as a tool that enhances teachers’ ability to identify students’ potential and supports their intellectual and creative development.
The article presents examples of using artificial intelligence to identify different types of giftedness in contemporary schoolchildren, as well as the author’s methodological developments for teachers on the application of artificial intelligence in integrated lessons. At the same time, it is emphasized that artificial intelligence cannot fully replace the role of teachers and parents in the education and upbringing of gifted individuals. The human factor – including emotional support, individual mentoring, and motivational influence – remains decisive for the successful formation of personal qualities and the realization of gifted children’s potential.
It is noted that the use of artificial intelligence in pedagogical diagnostics enables a comprehensive assessment of learning outcomes, thinking strategies, creativity, intellectual flexibility, and student motivation. Modern intelligent platforms provide opportunities for adaptive testing, behavioral analytics, and forecasting of educational development based on large-scale data analysis. The integration of artificial intelligence into pedagogical diagnostics is presented as a promising direction for the development of modern education, contributing to the fullest possible realization of the intellectual and creative potential of gifted schoolchildren. The combination of artificial intelligence capabilities with pedagogical expertise, emotional interaction, and ethical standards creates favorable conditions for the identification, pedagogical diagnostics, and effective development of gifted students.
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References
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