DIGITAL PLATFORMS AS TOOLS FOR ORGANIZING LEARNING IN THE CONTEXT OF GENERATIVE ARTIFICIAL INTELLIGENCE INTEGRATION
DOI:
https://doi.org/10.31392/cult.alm.2026.3.38Keywords:
digital learning platforms, generative artificial intelligence, digital transformation, digital culture, higher education, distance learning system, Moodle, Google ClassroomAbstract
The integration of generative artificial intelligence (AI) into higher education transforms the organization of learning, academic communication, and the interaction of participants in the educational process with digital technologies. Digital learning platforms become not only means of accessing educational materials but also tools for organizing learning, communication, assessment, and the development of digital practices. It is relevant to define the specific features of their use under the conditions of AI integration and their influence on the educational and cultural space of the university. Research Aim. The aim of the study is to identify the cultural features of using digital platforms as tools for organizing learning in the context of generative AI integration. Research Methods. The methodological basis is an interdisciplinary approach that combines cultural analysis of digital educational practices and the study of user interaction. The method of cultural interpretation and the comparative method were applied to analyze Moodle and Google Classroom according to functional and UX criteria. The empirical basis includes the analysis of student interaction with Moodle and a structural-functional comparison with Google Classroom, using the case of the Odessa Polytechnic National University. The study also examines the potential of generative AI for personalizing learning, automating assessment, and developing digital services. Scientific Novelty. The novelty lies in the cultural interpretation of digital platforms as tools for organizing learning in the context of generative AI integration and in identifying the relationship between their functional and UX criteria with the transformation of educational practices. Conclusions. It was found that Moodle provides wide opportunities for complex distance courses but is characterized by more complicated navigation, while Google Classroom has a more linear structure and intuitive interface. The article shows that the integration of generative AI expands the functional capabilities of digital platforms and contributes to the transformation of the teacher’s role from a transmitter of knowledge to a mentor and organizer of educational interaction.
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