IMPROVING THE QUALITY OF KNOWLEDGE AMONG ACADEMIC LYCEUM STUDENTS BY INTEGRATING ARTIFICIAL INTELLIGENCE TECHNOLOGIES INTO PHYSICS EDUCATION
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Abstract
This article examines how integrating artificial intelligence (AI) technologies, such as adaptive learning platforms, interactive simulations, and generative language models, into physics teaching can improve the quality of knowledge among academic lyceum students. A pedagogical experiment comparing AI-supported instruction with traditional methods showed higher conceptual understanding, analytical thinking, and motivation in the experimental group, while also highlighting risks such as over-reliance on AI and the need for teacher guidance. The findings indicate that, when used systematically and under teacher supervision, AI technologies enhance knowledge quality and support student-centered physics education.
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References
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