APPLICATION OF ARTIFICIAL INTELLIGENCE FOR PERSONALIZING DISTANCE LEARNING FOR SOFTWARE ENGINEERING STUDENTS

Abstract

This article explores the potential of artificial intelligence (AI) in personalizing the process of distance learning for students majoring in Software Engineering. The relevance of the topic is driven by the increasing demand for effective digital solutions that ensure the quality of education in remote formats, which has become especially important in the post- pandemic era. The author analyzes the key challenges of distance learning, including the lack of an individualized approach, low student engagement, and difficulties in mastering complex topics independently.The paper examines practical aspects of implementing AI as a tool for adaptive learning, capable of providing personalized recommendations, explanations of educational material, automated knowledge assessment, and 24/7 support.Special attention is given to the practical experience of using a GPT-based chatbot in the teaching of the course “Fundamentals of Programming in C#”. It was found that AI integration helps increase student motivation, accelerates the acquisition of complex concepts, and supports the development of self-directed learning skills. The results of surveys and observations demonstrate a positive impact of AI on the quality of learning outcomes.In conclusion, the article substantiates the appropriateness of using artificial intelligence as a component of an adaptive model of distance learning in higher education institutions. The article may be useful for university instructors, educational platform developers, and professionals working on the modernization of digital educational infrastructure.The article also outlines directions for future research, including the development of ethical interaction frameworks between students and AI, the improvement of dynamic content adaptation mechanisms, and the creation of integrated solutions for various learning platforms tailored to the technical and cognitive needs of learners.