OPPORTUNITIES FOR THE USE OF ARTIFICIAL INTELLIGENCE TOOLS IN DEVELOPING THE DIGITAL COMPETENCIES OF FUTURE TEACHERS IN INCLUSIVE EDUCATION
Annotatsiya
This article examines the impact of artificial intelligence tools on the development of digital competencies of learners within an inclusive educational environment, including students with special educational needs. The paper presents the author's adapted model "AI-InclusiveDig." The proposed model is developed based on DigComp 2.2 and UNESCO's AI Competency Framework for Teachers, adapted specifically to inclusive education settings. The research findings demonstrate that artificial intelligence tools have a positive effect on the development of information literacy, communication skills, digital content creation, safety awareness, and problem-solving abilities. The use of artificial intelligence in inclusive education contributes to enhancing teachers' professional training, personalizing the learning process, and reducing digital inequality. Today, digital transformation has been widely integrated into the education system. In accordance with the instructions of the Head of State, Kassym-Jomart Kemeluly Tokayev, and the Concept for the Development of Education of the Republic of Kazakhstan for 2025–2029, the integration of artificial intelligence technologies is a current research priority. In inclusive education, artificial intelligence tools can serve as a mechanism for reducing educational disparities among students with special educational needs. However, the main challenge today is not the accessibility of artificial intelligence tools, but rather the absence of a pedagogically and methodologically sound model for their effective use in developing digital competencies. The theoretical foundation of this research is based on the European Union's DigComp 2.2 (The Digital Competence Framework for Citizens) and UNESCO's AI Competency Framework for Teachers (2024). The DigComp 2.2 model encompasses five key areas: information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. However, as indicated by a systematic review published by MDPI in 2025, most existing models tend to consider AI primarily as a diagnostic tool, without fully realizing its potential within the teaching and learning process. In the context of inclusive education, AI often remains at the level of "assistive technology," while its role in fostering digital competencies is largely overlooked.