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.

82 • To identify the specific features of using artificial intelligence technologies to support autonomous, personalized, and inquiry-based learning in the preparation of future teachers. • To synthesize the findings of recent international research on the integration of heuristic learning and generative artificial intelligence in teacher education. • To characterize the role of heutagogical principles, learner agency, and self-regulated learning in fostering the professional autonomy of prospective teachers. • To identify the prospects for integrating heuristic learning and artificial intelligence to enhance the system of teacher preparation in the United States in the context of the digital transformation of education. Presentation of the Main Material. Heutagogy is understood as a contemporary concept of self-determined learning that represents the further evolution of educational thought beyond pedagogy and andragogy. Unlike traditional educational models, it is grounded in the active role of the learner, who independently defines learning objectives, selects appropriate strategies for achieving them, designs an individual learning pathway, and evaluates the outcomes of their own learning activities. According to R. Panta, the heutagogical approach empowers learners to take control of their learning goals, strategies, and outcomes. One of the fundamental characteristics of heutagogy is its emphasis on fostering learner autonomy and learner agency. R. Panta highlights the importance of developing learner agency, understood as the capacity of learners to make independent decisions regarding the organization of their own learning and professional development. In this regard, the heutagogical approach is particularly relevant to the preparation of future teachers, whose professional practice requires a continuous commitment to self-development and adaptation to changes in the educational environment. A central component of heutagogy is capability development, which extends beyond the traditional acquisition of knowledge, skills, and competencies. Heutagogical learning aims to cultivate adaptability, cognitive flexibility, independence, and the ability to respond effectively to new or unpredictable situations. The development of such capabilities is regarded as an essential prerequisite for lifelong learning and successful professional practice in the context of rapid social and technological change. The concept of double-loop learning is of particular significance in the preparation of future educators. Whereas conventional educational approaches primarily focus on correcting errors and improving existing practices, heutagogy encourages deep reflection on learners’ own beliefs, values, and modes of action. Within the framework of double-loop learning, learners not only seek solutions to problems but also critically reassess the underlying assumptions and approaches used to address them. This process provides a foundation for the development of critical thinking, creativity, and the capacity for innovation. Researcher R. Panta emphasizes the significant role of digital technologies and artificial intelligence tools in implementing the principles of heutagogical learning. The researcher argues that contemporary AI solutions and digital educational platforms facilitate autonomous learning, support the personalization of learning pathways, and provide learners with timely feedback. In particular, the author notes that ―AI tools like ChatGPT, adaptive learning platforms, chatbots, and mobile apps enable learners to access resources, personalize learning, and provide real-time feedback.‖ One of the key conclusions of the study is that heutagogy assumes particular importance in the context of the digital transformation of education. According to R. Panta, the integration of self-determined learning principles with the capabilities of artificial intelligence technologies creates favorable conditions for fostering learner autonomy, reflective thinking, self-regulation skills, and readiness for lifelong learning. Within the system of teacher preparation in the United States, such integration may be regarded as an effective means of promoting professional agency, enhancing creative potential, and strengthening future teachers’ preparedness for innovative pedagogical practice [7]. In contemporary international scholarly discourse, heutagogy occupies an important position as a theoretical and methodological foundation for heuristic learning and is being increasingly integrated into educational practice in the United States and other countries. In this regard, M. Gonzalez and J. Smith define heutagogy as the next stage in the evolution of educational approaches based on the principles of self- determined learning, emphasizing learners’ active participation in their own professional and personal development. The heutagogical model of learning represents a shift away from the traditional teacher-centered paradigm toward an educational environment in which students function as full-fledged agents of the learning process. Within this framework, learners independently formulate their educational goals, select appropriate strategies for achieving them, and engage in reflective analysis of both their learning activities and outcomes. In the context of teacher preparation, such an approach creates favorable conditions for