Authors
- Tareva Elena Genrikhovna Doctor of Pedagogy, full professor Russian Federation Moscow
- Vishnevetskaya Natalya V. PhD (Pedagogy) Russian Federation Moscow
- Korobko Darya A. Russian Federation Moscow
Annotation
In the context of widespread digitalization, covering all levels of societal functioning, the need to find new ways of optimizing educational systems is growing. The field
of education, traditionally receptive to the integration of innovations, is beginning to actively adapt solutions developed in the business sector regarding the implementation of AI agents, which are currently considered a qualitatively new stage in the development of neural network technologies. The purpose of this article is to conduct a comparative analysis of foreign approaches to the use of AI agents, based on studying the experience of the People’s Republic of China, the Republic of Korea, and the United States of America, in order to identify the main areas of development in this field, as well as to determine possible vectors for the development of this issue within the educational system of the Russian Federation. A particular line of reasoning about the potential of AI agents pertains to the field of foreign language teaching — an area traditionally at the forefront of any educational innovations and transformations. Analyzing the experience of using AI tools at the levels of secondary and higher education, the authors identify the most successful initiatives and present effective practices for the use of AI assistants. Based on the results obtained, the functions and key tasks of applying agentic AI technologies in education are highlighted, grouped into several areas: communication and student support; improving the quality of the educational process; and creating individualized educational trajectories both in and outside the classroom. Emphasis is placed on specific specialized functions of using AI agents: psychological support for teachers, assistance in writing research papers for academic staff, and others. With regard to foreign language teaching, the potential of AI agents in developing various language skills of students within the targeted process of school and university education is analyzed. The article also addresses the issue of ethical norms for the use of AI assistants in the educational sphere. Based on the research findings, two sets of recommendations are formulated: recommendations for designing agentic systems based on advanced technological mechanisms, thoughtful pedagogical design, and regulatory-ethical
aspects that are taken into account in countries that have already gone through the initial phase of integrating agentic technologies into education; and recommendations on possible directions for the use of AI agents in the educational sphere of the Russian Federation in general and in language education in particular.
How to link insert
Tareva, E. G., Vishnevetskaya, N. V. & Korobko, D. A. (2026). AI AGENTS: GLOBAL PRACTICES AND THE POTENTIAL FOR LANGUAGE EDUCATION Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 2 (62), 184. https://doi.org/10.24412/2076-913X-2026-262-184-205
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