ARTIFICIAL INTELLIGENCE AS A MEANS OF ENHANCING THE EFFICIENCY OF PEDAGOGICAL ACTIVITY IN HIGHER EDUCATION INSTITUTIONS

Abstract

The rapid digitalization of higher education has positioned artificial intelligence (AI) as a transformative force in teaching and learning. This study explores how AI technologies can enhance the efficiency and quality of pedagogical activity in higher education institutions, focusing on the perceptions and experiences of university lecturers in Kazakhstan. Using a qualitative methodology, ten semi-structured interviews were conducted with academic staff from three universities in Almaty. Thematic analysis revealed that lecturers perceive AI not as a substitute for the teacher, but as a supportive co-instructor that assists in automating routine tasks, personalizing instruction, and providing data-driven insights for evidence-based teaching. The findings indicate that AI enhances pedagogical efficiency when combined with educators’ digital competence, institutional support, and ethical awareness. However, challenges related to infrastructure, professional readiness, and data privacy persist. The study concludes that AI’s pedagogical potential lies in its ability to augment human teaching by fostering creativity, inclusivity, and reflective practice. The research contributes to the growing body of literature on digital transformation in higher education and provides practical implications for universities seeking to integrate AI responsibly into teaching and learning processes