Abstract:

Knowledge perception, dissemination, and acquisition have undergone a paradigm shift with the advent of the digital age. The rapid tempo of technological progress has challenged traditional notions of what knowledge is and how it is transmitted. This transformation has triggered a re-evaluation of pedagogical theories and practices, with an emphasis on the incorporation of artificial intelligence (AI) into the teaching process. In response to these changes, the Rhizomatic and Connectivism theories are two such examples. These theories diverge substantially from the traditional expository approach that is still prevalent in the majority of classrooms, putting the case for different methods of instruction.

The current research problem is focused on the investigation and assessment of these contemporary pedagogical theories in the context of AI integration. This research is significant because it has the potential to inform and influence future educational practices, especially in terms of individualized learning and addressing the diverse requirements of students. Recent global events, such as the COVID-19 pandemic, have accelerated the ongoing digital transformation of education, which forms the basis for this study. This transformation has highlighted the need for more adaptable, flexible, and individualized teaching and learning methods.

The following research issues will be addressed in this article:
- How do the Connectivism and Rhizomatic theories conceptualize the learning process in the context of AI integration?
- What are the advantages and disadvantages of these theories with respect to facilitating individualized learning and meeting the diverse requirements of students?
- How can these theories influence future pedagogical practices in the digital age?

In order to resolve these research concerns, this article will compare the Rhizomatic and Connectivism theories. The analysis will be based on an exhaustive literature review and an evaluation of these theories' practical applications in real-world educational settings. The objective is to provide a nuanced comprehension of these theories and their implications for the teaching process, especially as they pertain to AI integration.

In an effort to understand the changing landscape of pedagogy in the digital era, the purpose of this article is also to contribute to the ongoing discussion on the role of AI in education. By examining the Rhizomatic and Connectivism theories through the lens of AI integration, this paper aims to cast light on these theories' potential to transform the teaching process and improve student learning outcomes.

The structure of the article is as follows: The first section offers a comprehensive overview of the Rhizomatic and Connectivism theories, including their origins, central concepts, and educational applications. The second section provides a comparative analysis of these theories with an emphasis on their approach to AI integration and their potential to facilitate individualized learning. In the third section, the implications of these theories for future pedagogical practices are discussed, with an emphasis on the function of AI in education. The conclusion of the article provides a summary of the findings and recommendations for future research.

Keywords:

Rhizomatic Learning Theory, Connectivist Learning Theory, Artificial Intelligence, Education, Individualized Learning, Pedagogical Practices.