Self-Education in the Context of Digital Educational Practices (Reconceptualization of the Phenomenon)

Digital tools are rapidly becoming a cornerstone of higher education, as e-learning practices continue to expand in a fast paced mode. Modern technologies are pushing the boundaries of educational space by changing its chronotop, allowing learning to be personalized and delivered without being tied to a specific place or time. As a result, classical institutional forms of learning are complemented by diverse digital practices, Having democracy and flexibility in terms of access to knowledge and students performing independently Under these conditions, in the structure of education, the role of dominant activity is increasingly claimed by self-education, gradually acquiring the status of self-sufficient activity. The rapid evolution of artificial intelligence has become a primary driver of self-directed learning within the contemporary technologically advanced economy. The research aims to delineate the theoretical framework as well as methodologies essential for conceptualizing the nature of self-education and its problematization in the context of digital educational practices.
The research gains its value by justifying a new conceptual approach to self-learning in today's technological landscape, where intensifying AI developments play a transformative role.
Scientific significance the conceptualization of the phenomenon of self-education, supported by artificial intelligence technologies as a self-sufficient activity that acquires characteristics of metaeducation. Practical significance is related to the need to rethink self-education in the problematic field of sociological knowledge as a key instrument for adaptation and self-fulfillment of personality in the context of modern economy based on widespread adoption of AI technologies. These findings offer a foundation for crafting AI-driven independent study techniques that are highly relevant to todays evolving sociocultural landscape.

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