AI-BASED SOLUTIONS AND J. DEWEY’S PHILOSOPHY IN TRAINING IT STUDENTS

The purpose of this research is to explore the correlation between the teaching of IT students with AI technologies in the modern era and John Dewey’s model of teaching from the recent past. The study employs a combination of descriptive and qualitative research methods to achieve its aim. The Scopus AI resource is used to explore the existing AI technologies. The study found that experiential learning correlates with the use of realistic simulations powered by AI, and that collaborative learning is linked to AI-powered tools. Critical thinking and problem-solving are closely associated with AI-based platforms, and learning by doing is closely tied to AI models. It has also been demonstrated that reflective thinking correlates with AI-driven feedback systems, lifelong learning is linked to AI-powered continuous learning platforms, and self-learning is closely tied to AI chatbots. The following points of intersection were defined: (1) Dewey delineates student-centered learning, which we see when using AI in education (through project-based learning); (2) Dewey's vision of the educational process as a two-way street echoes AI’s ability to provide personalized and individualized education; (3) Dewey supported the idea of lifelong education that mirrors in the availability of AI platforms with a wide range of courses and resources that support lifelong learning and contribute to professional development of IT majors. AI has the potential to individualize instruction, facilitate experiential learning, and promote critical thinking skills among learners. It correlates with Dewey’s beliefs in education as a process of active engagement, which can be relevant to the process of imparting knowledge in the AI era.