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Arxiv / №9 · 2026 / Maqola
13.00.00 – PEDAGOGIKA FANLARI

BOSHLANGʻICH TAʼLIMDA SUNʼIY INTELLEKT PEDAGOGIKASI: 2022–2026-YILLAR EMPIRIK TADQIQOTLARINING PRISMA BOʻYICHA TIZIMLI SHARHI

Annotatsiya
O'ZBEKCHA

Maqolada boshlangʻich taʼlimda sunʼiy intellekt (SI) qoʻllanishiga oid 2022–2026-yil-lardagi xalqaro empirik tadqiqotlar PRISMA 2020 protokoli asosida sharhlangan. Muammo – boshlan-gʻich sinf oʻqituvchilarini tayyorlash asoslari tizimlashtirilmagani. Metodologiya: kontent-tahlil, qiyosiy tahlil, tematik kodlash, Scopus va WoS Q1–Q2 jurnallaridan 25 ta manba tahlil qilindi. SI-pedagogik kom-petensiyaning uchta yoʻnalishi va beshta ilmiy boʻshliq aniqlandi, eng dolzarbi –“bilim–qoʻllash uzilishi”. Ilmiy ahamiyati – kompetensiya tuzilmasini asoslash, amaliy ahamiyati – oʻquv dasturlari boʻyicha taklif-lar. Muallif hissasi – manbalarni yagona mezon asosida tizimlashtirish.

Kalit so'zlar: sunʼiy intellekt, boshlangʻich taʼlim, PRISMA protokoli, tizimli adabiyotlar sharhi, SI-pedagogik kompetensiya, bilim–qoʻllash uzilishi, etik-refleksiv tayyorgarlik, Scopus, Web of Science.
РУССКИЙ

В статье по протоколу PRISMA 2020 систематизированы международные эм-пирические исследования 2022–2026 годов по применению искусственного интеллекта (ИИ) в на-чальном образовании. Проблема: основы подготовки учителей начальных классов к работе с ИИ несистематизированы. Методология: контент-анализ, сравнительный анализ, тематическое ко-дирование; проанализированы 25 источников журналов Q1–Q2 баз Scopus и WoS. Выявлены три направления ИИ-педагогической компетенции и пять научных пробелов; ключевой – «разрыв между знанием и применением». Научная значимость – обоснование структуры компетенции, практичес-кая – предложения по учебным программам. Вклад автора – систематизация источников по едино-му критерию.

Ключевые слова: искусственный интеллект, начальное образование, протокол PRISMA, сис-тематический обзор, ИИ-педагогическая компетенция, разрыв между знанием и применением, этико-рефлексивная готовность, Scopus, Web of Science.
ENGLISH

Following the PRISMA 2020 protocol, this article systematises international empirical studies published in 2022–2026 on artificial intelligence (AI) in primary education. The problem: the foundations for preparing primary school teachers to work with AI remain unsystematised. Methodology: content analysis, comparative analysis and thematic coding; 25 sources from Q1–Q2 journals in Scopus and WoS were analysed. Three strands of AI-pedagogical competence and five scientific gaps were identified, the most critical being the knowledge-application gap. The scientific significance lies in substantiating the structure of this competence, the practical significance in curriculum recommendations. The author’s contribution is the systematisation of sources under a unified criterion.

Keywords: artificial intelligence, primary education, PRISMA protocol, systematic review, AI-pedagogical competence, knowledge-application gap, ethical-reflective readiness, Scopus, Web of Science.
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