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.

83 developing professional autonomy, independent pedagogical thinking, informed decision-making, and a responsible attitude toward one’s own professional growth [4]. The authors emphasize that, within a heutagogical learning environment, artificial intelligence should serve as a pedagogical tool that supports rather than replaces the role of the teacher. The use of AI enables the personalization of learning pathways, provides adaptive feedback, and accommodates students’ individual needs, thereby creating conditions for inquiry-based learning, independent knowledge construction, and the effective solution of professional problems. Particular attention is devoted to the concept of learner agency, which the researchers define as the learner’s capacity to consciously direct their own learning and assume responsibility for its outcomes. In the preparation of future teachers in the United States, the development of learner agency contributes to shaping a new generation of educators who function not merely as transmitters of knowledge but also as facilitators and organizers of students’ independent cognitive and learning activities [4]. Heutagogical Potential of Artificial Intelligence in the Development of Self-Determined Learning. The study by S. H. S. Nga and J. W. Lai (2025) introduces the concept of AI-augmented heutagog y , according to which generative artificial intelligence is conceptualized as a means of supporting self- determined learning, learner autonomy, and learner agency rather than as a replacement for the teacher. The authors emphasize that AI should facilitate students’ independent identification of learning goals, selection of learning strategies, and construction of personalized educational pathways. The researchers propose the use of artificial intelligence as a cognitive partner that encourages questioning, reflection, the evaluation of alternative solutions, and the independent construction of knowledge, thereby aligning with the core principles of heuristic learning. At the same time, AI enables the personalization of the learning process and supports the development of self-regulated learning. The authors further underscore the importance of the pedagogically sound and ethical use of AI, cautioning against excessive reliance on automated responses. In their view, the integration of heutagogy and artificial intelligence should foster the development of critical thinking, autonomy, creativity, and the professional readiness of future teachers to work effectively in digitally mediated educational environments [6]. The scholars W. Holmes, M. Bialik, and C. Fadel regard artificial intelligence as an effective tool for supporting heuristic and inquiry-based learning, enabling the personalization of the educational process, the adaptation of learning tasks, and the creation of conditions conducive to the independent search for solutions. The authors emphasize that AI facilitates the transition to student-centered learning models in which the teacher assumes the role of a facilitator, while the student becomes an active participant in the construction of knowledge. Particular attention is devoted to the use of inquiry-based learning, problem-based learning, and reflective analysis as pedagogical approaches that align with the principles of the heuristic paradigm and foster critical thinking and research-oriented learning. At the same time, AI systems support personalized learning, provide adaptive feedback, and enable the development of individualized learning pathways. The researchers also highlight the importance of developing educators’ digital literacy and critical thinking skills in order to prevent excessive dependence on technology. These considerations are especially relevant to the U.S. teacher education system, where artificial intelligence is being increasingly integrated into the professional preparation of future teachers [3]. Heutagogy as a Key Direction in Contemporary Research on Self-Determined Learning. In the bibliometric study by V. Verma (2025), a sustained increase in scholarly interest in heutagogy as a concept of self-determined learning was identified. The analysis of publications revealed that the leading research themes include learner autonomy, lifelong learning, digital technologies, professional development, and self-regulated learning. These findings indicate an ongoing transformation of the educational paradigm from the transmission of predefined knowledge toward the creation of conditions that enable learners to independently construct their own educational experiences. Of particular significance for the preparation of future teachers is the conclusion that heutagogy is becoming a methodological foundation for developing the capacity for continuous professional self- improvement and adaptation to change. The bibliometric analysis also confirms a close relationship between the heutagogical approach and digital educational technologies, online learning, and personalized models of education. The researcher identifies autonomy , self-determined learning , self-regulated learning , and learner agency as central concepts in contemporary scholarly discourse, highlighting the necessity of fostering students’ ability to independently plan and evaluate their own professional development. In this context,