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.

84 artificial intelligence technologies can effectively support autonomous learning and individualized learning pathways. V. Verma also pays particular attention to the relationship between heutagogy and the concept of lifelong learning, emphasizing that the rapid advancement of digital technologies and artificial intelligence necessitates the continuous renewal of knowledge and the development of future teachers’ readiness for ongoing professional growth and lifelong learning [10]. A significant contribution to the development of the theoretical foundations for integrating artificial intelligence and heuristic learning has been made by M. Sharples, who proposes conceptualizing AI in education not as an interaction between humans and technology but as a social process of collaboration, dialogue, and the co-construction of knowledge. The scholar argues that generative artificial intelligence facilitates a shift from the traditional model of knowledge transmission toward a social constructivist approach to learning, in which AI functions as a cognitive partner and the student assumes the role of an active participant in the inquiry process [9]. According to the researcher, the integration of heuristic learning and artificial intelligence creates favorable conditions for the development of learner autonomy, creative thinking, collaboration skills, and complex problem-solving abilities. Central to his framework is the concept of social generative AI, according to which learning occurs through dialogue, collaboration, and the shared construction of knowledge. This perspective closely aligns with the principles of heuristic learning, in which knowledge is not delivered in a finished form but is developed through exploration, inquiry, and reflection. Drawing on the principles of social constructivism and dialogic and collaborative learning, M. Sharples conceptualizes AI as a means of supporting self-directed learning, reflective thinking, and students’ intellectual autonomy. At the same time, he emphasizes that artificial intelligence should not replace human thinking but rather stimulate learners’ cognitive engagement and independent intellectual activity. The author devotes particular attention to the role of generative AI in fostering creativity and critical thinking. Of particular importance is his concept of AI as a ―Socratic opponent,‖ which, through questioning, problematization, and reasoned dialogue, stimulates intellectual inquiry and the development of higher-order thinking skills. In this context, artificial intelligence is viewed not merely as a technological tool but as a means of supporting heuristic learning and the development of advanced cognitive competencies. At the same time, the researcher draws attention to the risks associated with excessive dependence on AI systems and emphasizes the need to adhere to ethical principles in their use. In his view, artificial intelligence technologies should promote academic integrity, address the individual needs of learners, and contribute to the creation of equitable and inclusive educational environments. Thus, M. Sharples substantiates a shift from an instrumental to a social understanding of artificial intelligence, in which AI acts as a full-fledged participant in collaborative knowledge construction and educational interaction [9]. Heutagogy as a Foundation for Self-Determined Learning. The researcher T. Newfield characterizes heutagogy as a contemporary educational approach grounded in the principles of self-determined learning, with the autonomous learner positioned at its core. The researcher emphasizes that within the heutagogical model, responsibility for organizing the learning process is progressively transferred from the instructor to the student. Under such conditions, learners independently define their educational goals, select appropriate strategies for achieving them, and design their own individualized learning pathways, thereby fostering their capacity to manage both their professional and personal development autonomously. For the preparation of future teachers, this approach is of particular significance, as the contemporary educator must serve not only as a holder of professional knowledge but also as a lifelong learner who is prepared for continuous self-development and the ongoing improvement of pedagogical practice. Learner Agency as a Core Concept in T. Newfield’s Framework. One of the central concepts in T. Newfield’s framework is learner agency, which is defined as the learner’s capacity to consciously organize their own learning process, make independent educational decisions, and assume responsibility for the outcomes of their learning activities. According to the author, the development of learner agency constitutes the primary objective of heutagogy, as it promotes autonomy, reflective thinking, and readiness for lifelong learning [5]. In the professional preparation of future teachers, the development of learner agency contributes to strengthening professional autonomy, enhancing pedagogical reflection, and fostering the ability to make informed decisions in complex and non-routine educational contexts. Capability as an Outcome of Heutagogical Learning. The researcher places particular emphasis on the concept of capability, highlighting its distinction from the traditional notion of competence. Whereas competence is primarily associated with the ability to