Didactic Potential of Dialogic Collaboration with Artificial Intelligence in Developing Students’ Communicative Competencies in An Integrative Learning Environment
DOI:
https://doi.org/10.55640/eijp-06-11-02Keywords:
Integrative learning environment, artificial intelligence, dialogic collaborationAbstract
This article examines the didactic potential of dialogic collaboration with artificial intelligence in developing students’ communicative competencies within an integrative learning environment. The study explores the theoretical foundations, pedagogical mechanisms, and methodological conditions for integrating artificial intelligence into communicative learning activities. Particular attention is given to the application of AI-powered conversational systems in developing students’ linguistic, sociolinguistic, pragmatic, and interactive communication skills. The research employs theoretical analysis, comparative analysis, and pedagogical modeling to investigate how human–AI interaction can support personalized learning, critical thinking, collaborative problem-solving, and communicative independence. Based on the synthesis of existing educational research, an integrative pedagogical model is proposed that combines dialogic interaction, interdisciplinary learning, adaptive feedback, and reflective assessment. The findings indicate that AI-supported dialogue offers opportunities to expand communicative practice, accommodate individual learning needs, and strengthen students’ participation in meaningful educational interactions. The article also identifies the importance of teacher mediation, ethical considerations, and balanced human–AI collaboration. The proposed approach contributes to the methodological development of integrative education and establishes a theoretical foundation for further empirical investigation of AI-assisted communicative competence development.
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