Article

Received 18.08.2025

Revised 19.11.2025

Accepted 23.12.2025

Published 02.01.2026

Retrieved from Vol. 28, No. 2, 2025

Pages 60 -72

Kotenko, N. (2025). Gamification and artificial intelligence in the process of preparing IT specialists for sustainable development challenges. Pedagogical Sciences, 28(2), 60-72. https://doi.org/10.33989/2524-2474.2025.2.60

Gamification and artificial intelligence in the process of preparing IT specialists for sustainable development challenges

Nataliia Kotenko

The aim of the research was to determine the impact of using gamification and artificial intelligence technologies on the development of professional competencies of future specialists in the field of information technology. The methodology included the analysis of the work of 240 students and lecturers in Ukraine across educational programmes such as Software Engineering, Information Management Systems and Technologies, Computer Science and Technology, content analysis, and the isolation of student task performance results based on a survey to assess the ways of integrating modern digital tools into the educational process. The research examined the use of various digital platforms and tools in the learning process. The results showed that the most popular platform among students is Moodle (40%), followed by Google Classroom (30%), while lecturers prefer Google Classroom (40%) and Moodle (20%). The Kahoot platform scored 10% in both groups, and Repl.it proved to be more appealing to students (5%), while GitHub Classroom was preferred by lecturers (15%). Regarding the frequency of gamification use, lecturers use it daily more often (20%), while no student noted daily use; instead, 40% of students indicated the option “Other”, which may suggest irregular or indirect use. On the matter of the convenience of using ChatGPT, 50% of students consider it convenient, but no one rated it as “very convenient”, unlike lecturers, among whom 30% expressed this opinion. According to 20% of students, gamification genuinely helps in better memorisation of material, whereas among lecturers only 10% agree, and 45% find it difficult to answer at all. Regarding the impact of artificial intelligence on the quality of learning, both students and lecturers rated it positively equally (20% each), although 40% of students consider it negative, compared to 30% among lecturers. The research findings indicate different approaches of students and lecturers to the use of digital platforms and tools in the educational process, namely Moodle, Google Classroom, and ChatGPT. The research results can be used by lecturers and educational institution administration to improve the educational process by introducing effective forms of gamification and artificial intelligence tools

teaching methods; soft skills; digital technologies; motivation; self-directed learning
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https://doi.org/10.33989/2524-2474.2025.2.60