Skrynnyk - Modis, Germany, Sumy State University, Sumy, Ukraine.
Lyeonov - Department of Economic Cybernetics, Sumy State University, Sumy, Ukraine.
Lenska - Department of Ukrainian Literature, Poltava V.G. Korolenko National Pedagogical University,
Litvinchuk - Department of methodology of professional training, Mykolayiv National Agrarian University, Mykolaiv, Ukraine,
Galaieva - Associate Professor, Department of Economic Cybernetics, National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine,
Radkevych - Research and Organizational Department of the Institute of Vocational Education and Training of National Academy of Educational Science of Ukraine,

External factorsexert an enormous influence on the exigencies of changing the technological course of individualsectors. Digitalizationrepresents not a new milestone in the evolution of education, but its technological and methodological development. Due to a period of constraints, caused by COVID-۱۹ pandemic, educational institutions at all levels in most countries have been forced to resort to digitalization of the learning process. Intelligent learning software provide their users with a variety of options to design and individualize the learning process, as well as independence from time and space. Teachers benefit from flexible content generation and just-in-time assessment of learners' progress, evaluation of large task sets, knowledge sharing with other teachers and knowledge institutions. Learners benefit from anytime availability of learning tools and just-in-time feedback. In our investigation, we consider the current state-of-the-art of educational software. Considering the results of quantitative empirical study and analysis of educational issues solvable by artificial intelligence, we present a developed and tested framework for selected educational problem.

Educational Software, Artificial Intelligence, Empirical study