THE USE OF ARTIFICIAL INTELLIGENCE IN THE MANAGEMENT OF PROFESSIONAL ADAPTATION OF PERSONNEL: PEDAGOGICAL OPPORTUNITIES AND LIMITATIONS

Abstract

The article examines pedagogical aspects of the use of artificial intelligence in managing the professional adaptation of employees within a corporate learning environment. The relevance of the study is determined by the rapid implementation of intelligent digital technologies in employee training and onboarding systems, which requires a pedagogical analysis of their potential and limitations. The objective of the study is to analyze the educational potential of artificial intelligence in managing the professional adaptation of young specialists and to identify the risks and limitations associated with its use. The methodological framework of the research includes the analysis of Russian and international academic publications on the use of artificial intelligence in corporate learning, a content analysis of digital educational platforms used in employee adaptation programs, and an online survey of specialists in corporate learning and human resource management. The study examined corporate educational solutions used by international and Russian organizations (IBM, Microsoft, Coursera for Business, LinkedIn Learning, Sber, Yandex, etc.) that apply artificial intelligence technologies for learning personalization, learning analytics, and support of employee professional adaptation. The results of the content analysis show that artificial intelligence is primarily used to diagnose learning gaps, personalize learning trajectories, support formative feedback, and assist mentoring practices. At the same time, several pedagogical limitations of artificial intelligence application were identified, including the shift of adaptation goals toward managerial control, risks of reducing professional agency and self-regulation of young specialists, algorithmic bias, and issues related to data privacy. The study concludes that the effective use of artificial intelligence in corporate adaptation programs requires a pedagogically grounded implementation approach. In such a model, digital technologies function as tools supporting professional development, while the key role in shaping professional agency remains with mentors and the organizational learning environment.