Proceedings of the International scientific and practical conference ―Synergy of Modern Science and Education‖ (June 12-14, 2026) / Publisher website: www.naukainfo.com. – New York, USA, 2026. - 145 p.

81 DOI: https://doi.org/10.64828/conf-132-2026-10 UDC 378.147.88 Siryk Liudmyla Mykolaivna PhD in Pedagogical Sciences associate professor of the Department of Foreign Philology and Translation Kyiv International University Kyiv, Ukraine ORCID : https://orcid.org/0000-0003-0319-4878 HEUTAGOGICAL POTENTIAL OF INTEGRATING HEURISTIC LEARNING AND ARTIFICIAL INTELLIGENCE IN THE PREPARATION OF FUTURE TEACHERS IN THE UNITED STATES Abstract. The article examines the potential for implementing the heutagogical approach through the integration of heuristic learning and artificial intelligence technologies in the professional preparation of future teachers in the United States. Based on an analysis of contemporary international research, it characterizes the theoretical foundations of heutagogy as a model of self-determined learning aimed at fostering learner autonomy, learner agency, reflective thinking, self-regulation, and readiness for lifelong professional development. The study demonstrates that integrating heuristic teaching methods with artificial intelligence tools enhances the personalization of the educational process, supports the design of individual learning pathways, stimulates inquiry-based activities, and develops learners’ ability to solve complex professional problems effectively. Particular attention is paid to the concepts of AI-augmented heutagogy, learner agency, and capability development, which represent key directions in the modernization of contemporary teacher education. It is argued that the pedagogically sound and ethically responsible use of generative artificial intelligence creates favorable conditions for the development of critical thinking, creativity, adaptability, and professional independence among future teachers. The article also emphasizes the importance of maintaining an optimal balance between technological support and students’ own intellectual engagement as a prerequisite for strengthening learner agency and fostering responsible attitudes toward learning. It is concluded that the synergy of heutagogy, heuristic learning, and artificial intelligence opens new perspectives for modernizing teacher education in the United States by promoting the development of reflective, innovation-oriented professionals capable of lifelong learning in the context of the digital transformation of education. Keywords: heutagogy, heuristic learning, artificial intelligence, AI in education, self-determined learning, learner agency, educational agency, autonomy, personalized learning, teacher preparation. Relevance of the Study. The rapid development of artificial intelligence technologies and their active integration into educational practice necessitate a reconsideration of traditional approaches to the professional preparation of future teachers. In contemporary teacher education in the United States, student-centered learning models based on the principles of autonomy, self-regulation, inquiry-based learning, and lifelong learning are becoming increasingly widespread. One of the most promising directions for modernizing the educational process is the integration of heuristic learning, heutagogy, and artificial intelligence technologies, which facilitates personalized learning, enhances critical thinking, strengthens learner agency, and promotes the professional autonomy of future educators. Despite the growing body of research on artificial intelligence in education, the comprehensive integration of heuristic learning, the heutagogical approach, and intelligent digital technologies within the system of teacher preparation in the United States requires further theoretical investigation and synthesis. Purpose of the Study. The purpose of this article is to analyze the theoretical and methodological foundations and contemporary practices of integrating heuristic learning and artificial intelligence technologies into the system of teacher preparation in the United States through the lens of the heutagogical approach, as well as to determine their potential for fostering learner autonomy, learner agency, and the professional competence of prospective teachers. Research Objectives. • To analyze contemporary scholarly approaches to understanding heutagogy as a concept of self- determined learning and to examine its relationship with the heuristic approach.