Authors
- Shaidullina Albina R. Doctor of Sciences in Education, Associate Professor
- Zaitseva Natalia A. Doctor of Sciences in Economics, Professor
- Ishmuradova Alfia M. PhD in Pedagogy, Associate Professor
Annotation
The rapid integration of artificial intelligence technologies, particularly generative AI and chatbots, into higher education necessitates a fundamental reconceptualization
of the relationship between technological capabilities and pedagogical approaches. This article presents a comprehensive methodology for integrating artificial intelligence and pedagogical technologies (digital pedagogy) into the higher education system, with a specific emphasis on content verification as a critical component for reliable AI implementation. The methodological foundations of this comprehensive methodology are based on research in the fields of educational data mining, predictive analytics, and recommender systems conducted between 2019 and 2025, providing a robust theoretical and empirical basis for the proposed methodological integration. This study synthesizes scientific developments in technical, psychological, and pedagogical research to address the challenge of ensuring the authenticity of educational
content while simultaneously developing students’ critical thinking skills. The proposed methodology encompasses a conceptual framework for AI and digital pedagogy integration, a data storage architecture, algorithms for data collection and preprocessing, verification protocols for generated content, and pedagogical strategies for using verification as a learning tool. The practical significance of this research lies in the development of content verification tools and methodological guidelines for the use of AI in higher education institutions.
How to link insert
Shaidullina, A. R., Zaitseva, N. A. & Ishmuradova, A. M. (2026). INNOVATIONS IN HIGHER EDUCATION: A METHODOLOGY FOR THE INTEGRATION OF ARTIFICIAL INTELLIGENCE AND PEDAGOGICAL TECHNOLOGIES Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 20 (2), 77. https://doi.org/10.24412/2076-9121-2026-2-77-87
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