AI-Agents in Tutoring: Potential, Challenges, and Integration Prospects

Introduction. The article examines the potential and limitations of using AI-agents in educational activities, with a focus on tutoring practice. The aim of the work is to analyze the attitude of teachers towards the use of AI agents and digital avatars in tutoring activities in order to assess the possibilities and prospects for integrating these technologies into the educational process. Methodology. The methodological design of the work includes a study of teachersʼ opinions, testing of the AI-agent and expert analysis of risks, such as problems with emotional and socio-psychological adaptation of the technology. The study included surveys of teachers and tutors, testing of the AI-agent prototype in the field of support, as well as an examination of the use of AI-agents in tutoring. Results. The results confirm the significant potential of AI-agents to improve the efficiency of tutoring, AI agents can greatly reduce the workload of tutors by automating routine tasks and providing structured recommendations. The limitation of AI in understanding the emotional side of interaction emphasizes the need to maintain the leading role of a human tutor. Conclusions. Testing options for using AI agents to automate routine aspects of tutoring activities (personalization of recommendations, data analysis, planning) with the possibility of freeing up teachers’ resources to solve emotionally complex aspects of interaction seems to be an innovative direction of pedagogical research. Successful integration of this technology requires quality teacher training and ongoing institutional support. Further contextualization of ITS technology and research will improve understanding of which attributes of AI-agent design, student personality, and learning environment characteristics can ensure educational success.