DEVELOPING PRIMARY SCHOOL STUDENTS’ COGNITIVE ACTIVITY THROUGH INTELLIGENT TECHNOLOGIES: A METHODOLOGY BASED ON THE “EDUCATION” SUBJECT

Abstract

The article examines a methodology for developing cognitive activity among primary school students through the purposeful use of intelligent technologies in the teaching of the “Education” subject. The study focuses on the pedagogical conditions under which adaptive digital tasks, interactive question systems, feedback tools, and AI-supported learning resources can stimulate attention, curiosity, independent reasoning, problem solving, and reflection. The proposed methodology combines diagnosis, differentiated task selection, guided interaction, immediate feedback, and reflective consolidation. A set of indicators and a four-level assessment scale are developed for classroom monitoring. The article also presents an illustrative statistical model and simulated pre-test/post-test data solely to demonstrate how the methodology can be evaluated; these values are not reported as empirical results from a completed field experiment. The approach places teacher mediation, child safety, ethical use, and age appropriateness at the centre of technology integration. The findings suggest that intelligent technologies should be treated not as substitutes for the teacher but as instruments for creating richer cognitive situations and more individualized learning trajectories.