Kiryakova A.V., Ivanova V.M., Kainyshev M.S.
PRINCIPLES OF PEDAGOGICAL DESIGN OF ARTIFICIAL INTELLIGENCE INTERFACES: REFLECTION AND DISTRIBUTED RESPONSIBILITY ^{[№ 2 ' 2026]}
Artificial intelligence (AI) interface design is used in education. The dominant linear "request-response" model, focused on operational efficiency, reduces reflection and delegates responsibility to the algorithm, which creates the risk of learner value disorientation. The aim of this study is to develop principles for the pedagogical design of AI interfaces and an architecture of distributed responsibility that ensures a reflective mode of interaction. The methodological basis is a synthesis of the philosophy of technology, cultural-historical theory, and an axiological approach. Our study proposes four principles of reflective design: reflexive organization of interaction, value problematization, preservation of subject responsibility, and transparency of technological limitations. The concept of a three-level architecture of distributed responsibility (technical level – teacher – learner) based on the Human-in-the-Loop model is defined as an "architecture of inalienable responsibility." A pedagogical scenario for the system's operation was examined using an educational essay as an example, along with a system of diagnostic metrics: diagnostic value, provocation diversity, reflectivity coefficient, semantic structure, and value representation index. The model is fundamentally feasible based on existing language models. The conceptual and methodological nature of the study opens up prospects for empirical verification and the development of prototypes of reflective AI interfaces.