Интеллектуальные агенты в образовательных технологиях

Искусственный интеллект (ИИ) ускоренно трансформирует образование, переводя его от статичных курсов к персонализированным и адаптивным экосистемам. По данным международных организаций (в т.ч. UNESCO), ИИ становится инфраструктурным элементом высшей школы; в этой рамке интеллектуальные агенты (ИА) выступают механизмом интеграции педагогических целей, данных об обучающихся и стратегий адаптации в реальном времени. Цель статьи — систематизировать архитектурные и функциональные принципы использования ИА в образовательных технологиях и проанализировать практики внедрения в контексте современного направления AIEd. Рассматривается эволюция от монолитных интеллектуальных обучающих систем (ИОС) к распределённым многоагентным системам (МАС) и диалоговым агентам на базе больших языковых моделей (БЯМ/LLM). Обобщаются эмпирические результаты по эффективности классических ИОС и сопоставляются с новыми практиками LLM-агентов на массовых платформах. Научная новизна состоит в аналитическом сопоставлении трёх уровней: архитектурного (ИОС/МАС), инструментального (диалоговые и аналитические функции) и институционального (политики, метрики внедрения) на материале 2023–2025 гг. Дополнительно формулируются методические ориентиры ответственного внедрения (объяснимость, справедливость, защита данных), обеспечивающие баланс между автоматизацией и педагогическим контролем и задающие требования к масштабируемым, этичным и прозрачным экосистемам обучения.

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