USE OF DIGITAL TOOLS AND ARTIFICIAL INTELLIGENCE TECHNOLOGIES FOR PERSONALIZED LEARNING IN MIXED-GRADE CLASSES.

The article considers using digital tools and artificial intelligence (AI) technologies to personalize learning in combined classes of small rural schools. The relevance of the study is determined by the need to identify methodological solutions that enable teachers to work simultaneously with students from different grades, with different levels of academic achievements and learning paces. The aim of the study is to examine the specific features of organizing teaching and learning process in combined classes, how effectively personalized learning practices and digital and AI tools are implemented, as well as the main barriers and professional needs of teachers. The empirical basis of the study contains the results of the survey of 34 teachers from small rural schools in Zhitikara district, Kostanay region, Kazakhstan. While analysing both quantitative and qualitative methods, including the calculation of absolute and percentage values, thematic grouping of open-ended responses, and interpretation of the identified trends are used. The findings reveals that 79.4% of teachers implement personalized learning strategies at least several times a week, when 73.5% regularly use artificial intelligence tools. The primary areas of AI application include the creation of individualized worksheets, learning pathway sheets, and differentiated learning tasks. At the same time, some difficulties are seen: unstable Internet access, limited availability of digital devices, lack of time, difficulties in organizing students’ independent learning, and a shortage of ready-to-use methodological templates. The study concludes that there is a need to develop practice-oriented instructional materials, a bank of effective AI prompts, offline solutions, and a comprehensive system of methodological support for teachers working in small rural schools.