Introduction. The concept of «digital sovereignty of educational data» implies maintaining control over critically important data in the context of global digitalization. The use of foreign AI services in education creates a paradox: while eliminating the traditional «digital divide», it gives rise to a new threat – the loss of sovereignty over personal data and intellectual property.

   Purpose setting.

   The aim of the research is to develop a multi-level strategy for ensuring the sovereignty of educational data for the Russian education system.

   This requires analyzing the evolution of the digital divide, systematizing the risks of using foreign AI services, and developing a comprehensive counteraction model.

   Methodology and methods of the study. The methodological basis consisted of a systems approach, comparative legal analysis, and risk modeling. The systems approach allowed for considering the problem as a set of interconnected elements, while the legal analysis revealed gaps in the legislation on the protection of educational data.

   Results. The main result is the developed multi-level strategy, which includes state-legal, institutional, and technological levels. At the state level, measures for regulatory and legal framework are proposed; at the institutional level, models of corporate policies for universities are suggested; and at the technological level, the implementation of domestic secure AI platforms is recommended.

   Conclusion. The results have practical value for shaping national policy in the field of digital education.

   Introduction. This article examines the ethical implications of artificial intelligence in various areas of human life.

   This issue is becoming increasingly relevant and urgent, as it affects existential aspects of human existence.

   Purpose setting. The ambiguity of the problem of artificial intelligence and its contradictory nature of influence on society initiates the solution of the problem in the moral space, which is an important distinguishing feature of the essence of man and machine.

   Methodology and methods of the study. The explication of the ethical aspect of artificial intelligence is carried out on the basis of the use of a comparative analysis of humans and technological intellectual means.

   Results. The article focuses on the antinomy of the anthropological essence of man and the technogenic characteristics of artificial intelligence, which significantly contributes to the disclosure of both the advantages and disadvantages of the communicating parties.

   Conclusions. Considering the ethical dimension in artificial intelligence research is essential for developing an objective understanding of the complex interaction between humans and artificial intelligence. Reflecting on this issue, in turn, can serve as a praxeological foundation for effective, safe, and harmonious collaboration between humans and artificial intelligence.

   Introduction. The study provides a comprehensive analysis of human capital management in the agricultural sector of the cross-border territories of the Russian Federation (Novosibirsk Region) and the Republic of Kazakhstan (Pavlodar Region). The paper identifies key demographic, socioeconomic, and cultural barriers hindering the effective integration and synergy of labor resources. The methodological solution justifies the use of a personnel adaptation assessment system, including an integrated adaptation index weighted by key competencies and a cross-cultural effectiveness
coefficient (CEC), which enables a shift from quantitative indicators to a qualitative analysis of employee potential and performance in international projects.

   Purpose setting. The SWOT analysis confirmed that overcoming the identified challenges and leveraging the regions’ competitive advantages is possible through targeted adaptation programs, which is a prerequisite for deepening Russian-Kazakh cooperation in the agricultural sector.

   Methodology and methods of the study.

   The object of the study is cross-border cooperation in agriculture between the Russian Federation and the Republic of Kazakhstan.

   The subject of the study is human capital management in cross-border territories.

   Depending on the objectives, the following research methods were used: comparative analysis, SWOT analysis, statistical analysis, bibliographic analysis, etc.

   Results. The qualitative, rather than quantitative, nature of the personnel shortage in the agro-industrial complex has been identified, arising from the gap between personnel training and the needs of high-tech enterprises. Key cultural barriers (differences in trust patterns, communication styles, and attitudes toward hierarchy) complicating human capital management were identified.

   Conclusion. It was proven that the success of cooperation depends on the ability of companies to adapt and retain personnel, leveraging the strengths of each region.

   Introduction. The reasons for the emergence of such metaphors in the field of education as «competency factory», «one-button people», «people are a food resource», «people are the new oil», «human capital» are analyzed.

   Purpose setting. This study seeks to examine the transformation of national education by modern technologies into what has been termed a «competency factory», a producer of «one-button people», or the «new oil» of the labour market. It further aims to assess the adverse effects of this paradigm on individual development, critical-thinking skills, and ethical formation. Additionally, the research explores how technology-driven increases in the standardisation and predictability of professional training may undermine education’s ties to universal human values and contribute to their devaluation.

   Methodology and methods of the study. The research methodology is interdisciplinary and includes socio-philosophical analysis, analysis of pedagogical and organizational-methodological innovations in education, and a study of the speeches of politicians and speakers setting the agenda for digitization of education.

   Results. It is argued that instead of the mythical «one-button people», there is a pressing need for «system architects», «analysts», «creators», and «strategists.» These are specialists capable of deeply understanding the workings of complex systems, effectively managing them, solving unconventional problems, quickly adapting to change, and generating new ideas. This myth completely ignores the evolution of required skills, shifting the emphasis from routine actions to cognitive and social abilities.

   Conclusion. Digital technologies are fundamentally reshaping education, unlocking new avenues for enhancing the efficiency and accessibility of learning. However, our research has uncovered significant risks tied to the trend of reducing education to a «competency factory», which risks producing «one-button individuals». Such an approach endangers the personal dimension of education, weakens critical thinking skills, and undermines core human values. There is now a pressing need to critically assess the role of technology, ensuring that the core mission of education – cultivating well-rounded individuals in balance with technological progress – remains intact.

   Introduction. Higher education digitalization reveals a gap between current level of faculty’s digital competencies and increased demands for organizing educational processes in digital environments. Many instructors struggle to use modern digital tools and technologies, reducing educational effectiveness. The authors argue for integrating artificial intelligence into educational activities, presenting both theoretical foundations and ways of practical implementation of an approach that combine autodidactic/self-learning principles with modern AI capabilities. The article emphasizes personalized learning schemes enabled by a digital Assistant that mediates between Large Language Models (LLMs) and faculty members pursuing professional development. Thus, it is the Assistant that enables procedural innovation by organizing educational content into meaningful chunks. These modules provide verified, structured content with flexible navigation, feedback, and adaptive learning schemes.

   Purpose setting. The article aims to develop and validate a model for higher education faculty professional development in a digital educational environment that enhances their digital competencies and promotes effective integration of digital technologies in modern university education.

   Methodology and methods of the study. The authors used analysis of scientific publications and regulatory documents; professional development process modeling; comparative analysis of existing training programs; faculty surveys; expert evaluation; statistical processing of the results; modeling pedagogical phenomena under uncertainty, combining into an united conceptual framework a systematic approach to analysis of the process of teacher’s professional development; competency-based approach to assessment of their professional development; and personalized approach to building individual learning trajectories for each student.

   Results. 1. Developed and tested faculty development model in digital environment, including: diagnostic component; content module; technological component; evaluation and resultative unit. 2. Identified key faculty digital competencies: digital tool proficiency (82 % achieved basic level); creation of digital content (65 % reached intermediate level); organization of online interaction (75 % demonstrate confident mastery). 3. Statistically confirmed model effectiveness: 43 % increase in digital literacy; 38 % increase in student’s satisfaction with teaching quality; 56 % increase in use of digital technologies in teaching. 4. The bank of methodological materials and digital tools for faculty has been created.

   Conclusion. The Digital Assistant simplifies teacher’s training: it serves as an intermediary between the learner and the language model, creating conditions for dialogue and independent formation of «living knowledge».

   The main conclusion is that the neural network should not replace learning itself.

   Using the Assistant helps to avoid the «temptation» of simply copying ready-made answers from the web. Instead, it transforms interaction with AI into a constructive dialogue of co-creating original content. This releases one’s own creative potential by delegating technical, non-creative tasks to the Assistant.

   Introduction. Generative neural network tools are currently used for text processing, thesis writing, problem solving, and more. Their capabilities also allow for code generation, interpretation, and correction. Uncontrolled use of such services by students leads to a lower understanding of programming fundamentals and an inability to develop code optimization skills. In a context where it is impossible to limit the use of generative neural network tools, teaching methods must be modified to incorporate the fundamentals of prompt engineering.

   Purpose setting. This article examines the following AI services for teaching programming: ChatGPT, DeepSeek, Cursor, OpenAI Codex, Qwen, Gemini, Claude, and Perplexity.

   The purpose of this study is to justify the need to introduce prompt engineering into undergraduate IT curricula.

   Based on an analysis of scientific literature and the authors’ own teaching experience, the authors highlight the specific features of using generative neural network services in programming. A statistical study of students’ preferences and experiences with them was conducted.

   Methodology and methods of the study. The study utilized methods of systemic and comparative analysis, questionnaires, and data aggregation and statistical processing. The most common generative neural network services used by students in their programming studies are examined, and their advantages and disadvantages are discussed. A survey of students majoring in Applied Computer Science was also conducted to determine the frequency and specifics of their use of generative neural network assistants in educational activities. Empirical data was obtained through summarizing, grouping, and calculating relative indicators.

   Results. The paper highlights the key functions of generative neural network assistants most frequently used by students in their educational activities. These include creating program code from scratch, expanding and correcting existing programs, finding and fixing errors, clarifying algorithmic logic, mastering new technologies and libraries, and preparing reports. The analysis revealed that ChatGPT and DeepSeek are the most popular services, while Cursor and OpenAI Codex are typically used as development aids, and Claude and Perplexity are primarily used for information retrieval and clarification of complex concepts. Furthermore, the paper identifies the key pedagogical risks associated with the use of generative neural network assistants, including decreased student independence, superficial completion of learning tasks, and an increased risk of academic plagiarism.

   Conclusion. The paper acknowledges the need to incorporate prompt engineering into undergraduate IT curricula.

   Introduction. In the context of the digital transformation of education, developing an effective model for shaping the digital component of professional educational programs is a pressing issue.

   Purpose setting. One of the key aspects of successfully implementing the digital component of educational programs is the development and application of appropriate evaluation criteria.

   The purpose of this article is to propose a model for evaluating the digital component of professional educational programs in the context of labor market demands.

   Methodology and methods of the study. The following methods were used: collecting, systematizing, and structuring data on the research topic, analyzing bibliographic sources, and structural modeling of indicators for the digital component of professional educational programs. The methodological basis of the study was formed by such scientific approaches as the structural-systemic approach, the competency-based approach, and the practice-oriented approach.

   Results. An analysis of bibliographic sources on the topic of developing digital competence in students was conducted, as well as an analysis of employer requirements for the digital competence of job seekers on the HeadHunter service. A model for evaluating the digital component of professional educational programs is proposed. The evaluation criteria for this component include program characteristics such as the program’s educational, methodological, logistical, scientific, and personnel support, as well as the practical training and employment outcomes of graduates. Each of these characteristics can be assessed using the quantitative and qualitative indicators proposed in the model.

   Conclusion. The development of objective evaluation criteria will not only determine students’ digital competencies but also stimulate their further development and facilitate the integration of modern technologies into professional practice. The model presented in this article aims to systematize criteria and indicators that facilitate a comprehensive assessment of the digital component of education, which is important for preparing competitive personnel in the digital economy.

   Introduction. This article examines the role of science education in the social and economic development of society.

   Emphasis is placed on the importance of scientific literacy and the use of information and communication technologies (ICT) to improve the quality of education.

   Particular attention is paid to the use of open educational resources (OER) as an effective tool for modernizing science education.

   Purpose setting. The problem of finding and effectivelyusing OER is becoming particularly acute in the context of the transformation of educational reforms in Russia and the growing volume of information resources. This work aims to analyze the current state of OER and develop a special tool – the «Navigator for OER in Natural Sciences» – designed to increase the accessibility of high-quality educational materials.

   Methodology and methodology of the study. An integrated approach was used, including a theoretical analysis of scientific publications, a survey of teachers and students, as well as comparative and generalizing data processing methods. The sample included 26 publications and the results of a survey involving 12 teachers and 95 students from Novosibirsk universities.

   Considerable attention was paid to the experience of scientific libraries in creating digital educational spaces and the compliance of resource selection criteria with the needs of educational institutions.

   Results. The study found that the use of OER has a positive impact on student academic performance and motivation. The «OER Navigator for Natural Sciences» was developed and tested, significantly reducing search time and increasing the availability of high-quality educational materials. This tool allows faculty and students to quickly find the information they need, saving time and resources.

   Conclusion: The creation of the «OER Navigator» represents a significant step forward in the development of educational practices and achieving high-quality science education in Russia. Research libraries are important partners in supporting the implementation of OER, providing high-quality methodological support and informational support to faculty and students.

   Introduction. This article analyzes methods and tools for preserving and strengthening the ideological and value-based values of Russian youth.

   Purpose setting.

   The relevance of this topic stems from the priority importance of youth policy in the Russian Federation, implemented through major federal projects and mass youth movements.

   The aim of the study is to identify and systematize the main methods of working with youth employed by the most numerous Russian organizations (Movement of the First, Yunarmiya, Volunteers of Victory, and the Russia – Land of Opportunity platform), determine their methodological potential, and identify potential applications within educational institutions.

   Methodology and methods of the study. The authors draw on axiological and interdisciplinary approaches, combining methods from philosophy, pedagogy, and psychology. The theoretical and methodological foundation of the study is based on the principles of systemic and comparative analysis, as well as a theoretical and methodological generalization of regulatory legal acts. The study utilized a broad empirical base examining 33 youth organizations, among which the authors identified four of the most numerous nationwide social movements and analyzed their operational tools using content analysis, case studies, and a classification and typology method.

   Results. Four key educational methods were identified: project-based activities and events (competitions, events, military-sports games), gamification (e. g., «Zarnitsa 2.0,» historical quests), mentoring (advice from the first, intergenerational connections, career counseling), and educational intensives (forums, activist schools, specialized shifts). A hybrid approach is demonstrated – a combination of traditional ritualized forms with modern digital and gaming technologies.

   Conclusion. The integrated application of these methods contributes to the development of value orientations, professional socialization, and civic identity in young people. The obtained results can be used in the educational practices of educational organizations.

   Introduction. The digital transformation of society poses a challenge for art education to update the content of educational programs in order to develop students’ professional competencies related to the use of computer tools. Project-based activities are an effective tool for developing the relevant skills and abilities, provided that modern technologies are harmoniously combined with traditional artistic practices.

   Purpose setting.

   The aim of the study is to examine the characteristics and identify the degree of demand among students for traditional and digital project-based techniques to optimize the learning process in art disciplines.

   Methodology and methods of the study. During the empirical part of the study, a target group of informants was formed from among students of creative disciplines who possessed solid skills in both traditional and computer-based artistic techniques. It included 53 people in the following percentage ratio: bachelor’s degree students – 58.5 %, master’s degree students – 41.5 %. The remote collection of opinions from the participants in the experiment was carried out using the Yandex Forms service, and the analysis of the data obtained was carried out on the basis of descriptive statistics methods using Yandex Tables.

   Results. The informants were asked to create a comic strip using three techniques and to determine which one they preferred. The data obtained was distributed as follows: classical technique – 9.43 %, digital technique – 37.74 %, hybrid technique – 52.83 %. It was found that hybrid techniques for artistic design work are currently in high demand, as they represent a synthetic form of creativity that exists at the intersection of classical and digital art and combines the advantages of each.

   Conclusion. The results of the study will contribute to the effective transformation of project activities in art education based on an optimal balance of traditional and digital tasks and the formation of professional skills and abilities in students that are in demand in society.

   Introduction.

   The relevance of the study is determined by the growing importance of the educational and cultural effects of scientific and pedagogical interaction in the context of the transformation of higher education.

   Particular attention is paid to the scientific co-creation of teachers and students as a resource for the sustainable development of the academic environment.

   Purpose setting.

   The purpose of the article is to provide a theoretical understanding of the education and professional development of the student’s personality in the process of scientific interaction with a teacher, as well as to identify the educational potential of academic supervision and the preparation of the final qualification thesis.

   Methodology and methods of the study. The study employs theoretical and methodological methods of analysis, synthesis, generalization, and interpretation of scientific sources, as well as theoretical and applied methods of modeling and systematization of pedagogical experience. The methodological framework is based on axiological, activity-based, and personality-development approaches. The research relies on the concepts of scientific and pedagogical culture and the environmental approach in education.

   Results. The determining role of the teacher’s personality and their involvement in scientific co-creation as a factor in students’ education is demonstrated. The system-forming function of the academic supervisor in shaping students’ values and professional identity is substantiated. The culture of scientific interaction is revealed as a condition for joint achievements and for harmonizing pedagogical and scientific logics. Academic supervision is interpreted as a form of pedagogical support and socialization of young researchers. It is proven that the preparation of the final qualification thesis serves as a tool for the formation of scientific and methodological culture and a mature researcher’s personality.

   Conclusion. The findings expand the understanding of the educational potential of academic supervision and academic interaction in higher education. Further research prospects are associated with the empirical analysis of models of scientific co-creation and the influence of digital and interdisciplinary forms of interaction on the development of the researcher’s personality.

   Introduction. The article discusses the problem of the influence of public opinion on the activities of future architects on the level of their professional and creative self-realization.

   Purpose setting.

   The purpose of the study is to develop methods for shaping public opinion about the activities of future architects, which affect the level of their professional and creative self-realization.

   The objectives of the study are to identify the state of development of the research problem in scientific theory and practice; to reveal the functions and mechanisms of public opinion’s influence on the professional and creative self-realization of future architects; and to determine, through empirical research, the methods for shaping public opinion about the professional and creative activities of future architects, which affect the level of their professional and creative self-realization.

   Methodology and methods of the study. The study was based on the following research hypothesis: the professional and creative development of future architects during their university studies will be more effective if the following methods of shaping public opinion about their professional and creative activities are implemented during the learning process: verbal influence on public consciousness; organization of creative competitions and exhibitions for future architects within the educational environment; discussion of professional and creative issues and the results of future architects’ professional and creative activities; and publication of the results of future architects’ professional and creative activities in the media.

   Results. Public opinion, which influences an individual’s active activities and behavior, is associated with opportunities for self-improvement, professional growth, and the realization of one’s potential. Public opinion, as a carrier of societal norms, can manifest itself in the form of unambiguously positive (negative) or ambiguously positive (negative) assessments and attitudes that influence an individual’s consciousness, self-determination, and ultimately, their professional and creative self-realization. The concept of public opinion regarding the process or outcome of professional and creative activities has been specified.

   Conclusion. The results of the study showed that the level of public opinion perception is influenced by the student’s ability to assimilate and apply new technologies, methods, and ways in their activities; to reach a new, higher level of creativity, and to understand the importance of their own activity.

   Introduction.

   The relevance of the study is driven by the growing number of international students in Russian universities and the need to develop their linguo-mathematical competence – the ability to verbalize and interpret mathematical formulas and program code in Russian.

   Traditional methods of teaching Russian as a foreign language often lack the necessary flexibility for practicing these highly specialized skills.

   Purpose setting.

   The aim of the work is to develop a methodology for using generative artificial intelligence for the targeted formation of linguo-mathematical competence among international students in technical fields.

   Methodology and methods of the study. The study is based on a comparative analysis of the results of generating educational materials by three language models (GigaChat, YandexGPT, DeepSeek) using a typology of prompts developed by the authors (generator prompts, analyzer prompts, scenario constructor prompts) and principles of prompt engineering. Content quality assessment was conducted using expert analysis.

   Results. A comprehensive typology of educational prompts has been developed and tested. The strengths and weaknesses of the language models were identified: YandexGPT demonstrates structural rigor, DeepSeek shows an orientation towards comprehensive communication development, while GigaChat yielded the least satisfactory results. Strategies for refining prompts to minimize errors were determined.

   Conclusion. It is proven that targeted prompt engineering transforms generative AI into an effective tool for creating personalized educational materials that bridge the gap between language knowledge and its application in the specialty. The teacher receives an effective method for the rapid generation of contextually relevant tasks.

   Introduction. Modern education aims to develop students’ skills in independent scientific research, critical thinking and creative problem solving. In this context, the research devoted to the improvement of students’ research work is becoming particularly relevant. This article reveals the stages of such research, focusing on the technology and methodology of R&D, as well as the importance of the results obtained for the development of new directions in this field.

   Purpose setting. The paper primarily examines scientific approaches to the development of the content of research and development in the educational environment.

   The purpose of the work is to identify the most acceptable and modern forms and methods of organizing research work; to identify effective techniques that contribute to the involvement of students in research.

   Methodology and methods of the study. A holistic analysis of the R&D system: goals, objectives, content, principles, forms, methods and means of teaching for the formation of research competencies; techniques and methods that ensure the effectiveness, generalization and integration of life experience. Obtaining scientific results that offer innovative technological and practical solutions to improve research and development. Research methods used: analysis, synthesis, modeling, system analysis. testing, questionnaires, and expert assessments.

   Results. The study showed that the vast majority of respondents perceive R&D as an area requiring specific knowledge and competencies. This necessitates the development of appropriate organizational and methodological strategies. To identify innovative, scientifically based solutions, it is important to understand the methodological differences in the research work of students in the humanities and technical fields.

   Conclusion. Recommendations are presented aimed at the need for systematic integration of research and development into the educational trajectory at all stages, starting from the selection of a topic and ending with the design of the results, through consultations and providing access to electronic resources. The implementation of these measures contributes not only to improving the quality of research, but also to the formation of students’ stable research identity and readiness for scientific and professional self- realization.

   Introduction. The unity of self-awareness, self-determination and self-development forms the foundation of a child’s personality, his independence and directed growth. Extracurricular activities at school provide additional opportunities for the development of these aspects through musical-creative activities using sand animation.

   Purpose setting.

   The purpose of the study is to study, formulate and present the pedagogical aspects of the formation of self–awareness, self-determination and self-development of younger schoolchildren in the process of developing their musical-creative abilities through sand animation.

   Methodology and methods of the study. The study used general scientific methods: analysis of scientific literature, observation, systematization and generalization of the data obtained. Students’ activities were monitored and publications analyzed to identify effective strategies for using sand animation and music in education.

   Results. Pedagogical aspects include: creating a favorable emotional climate, adapting classes to individual characteristics, enriching the listening experience, providing a space for self-expression, using creative tasks that stimulate the imagination, developing self-control and mutual assistance, as well as encouraging initiative and independent research.

   Conclusion. Sand animation, included in a supportive learning environment, effectively promotes self-awareness, self-determination and self-development of young students as they develop their musical-creative abilities.

   Introduction. The dynamics of social processes are characterized by a revision of the worldview and ideological foundations of our society, which makes it crucial to address the historical past and understand its impact on the development of individuals and entire communities.

   Purpose setting. The sharp increase in attention to commemorative issues has led to the active introduction of the concept of «historical memory» into the scientific and practical discourse of the education system, which is seen as a powerful resource for educating worthy citizens of their country.

   Methodology and methods of the study. Content analysis of the problem of preserving historical memory as a basis for personality.

   Results. The theoretical and methodological analysis has shown that modern developing society is interested in fostering the culture of historical memory among the younger generation and is shifting the focus of the discourse on this issue to the development of pedagogical mechanisms for solving it.

   It is particularly concerning that only 54.8 % of respondents in Russia in 2015 believed that their country could have won a war of similar scale and severity if it had occurred in the present day, and only about a quarter of them were proud of their small homeland.

   Conclusion. One of the most important concerns of education at all its stages should be the cultivation of historical memory. Moreover, it should be accompanied by a vivid experience, not limited to memorizing dates, and should be psychologically oriented to the age-related characteristics of children and adolescents, addressing the meaning and experience of historical events.

   Introduction. The article addresses the problem of integrating artificial intelligence (AI) into the system of inclusive education.

   The humanization of education and international regulatory frameworks – such as the Salamanca Statement, the UN Convention on the Rights of Persons with Disabilities, and the Sustainable Development Goals – necessitate the creation of conditions for education accessible to all categories of individuals, including persons with disabilities (PWD).

   Purpose setting.

   Particular emphasis is placed on the rapid development of AI and its potential for the digital transformation of education.

   Drawing on international experience (UNESCO, research by V. A. Melo-López, C. Salas-Pilco, and S. Ahmed), the study posits that intelligent tutoring systems, adaptive platforms, and virtual agents can enhance learning accessibility and the autonomy of students with disabilities, lower access barriers, and adapt educational content.

   Methodology and methods of the study. The study employs: 1) content analysis of scientific articles and regulatory documents to identify key themes related to the use of AI in inclusive education; 2) a comparative analysis of Russian and international research based on defined groups of criteria; 3) the structuring of AI implementation practices according to their functional roles within the inclusive education system; 4) conceptual modeling to represent the integration of artificial intelligence into inclusive education policy and practice.

   Results. The study examines systematic reviews and individual case studies as sources of empirical descriptions regarding the application of AI-based assistive technologies, adaptive learning systems, generative services for educational material development, and data analytics tools in inclusive education. In the Russian scientific landscape, emerging works are also investigating AI applications in inclusion, such as the education of persons with speech impairments. The article underscores the necessity of a human-centered approach and the responsible use of AI, particularly for vulnerable groups of learners.

   Conclusion. The theoretical and analytical study allows for the following conclusions: 1) artificial intelligence already plays a significant role in inclusive education through personalized learning systems, assistive technologies, data analytics, and generative services for developing adapted materials; 2) artificial intelligence serves not only as a tool for supporting individual learners but also as a strategic resource for advancing inclusive culture and policy.