In the context of global technological transformation and the transition to the Industry 4.0 concept, the integration of artificial intelligence tools into higher education has become increasingly relevant. Alongside unprecedented opportunities for the personalization of learning, this process also generates significant cognitive, ethical, and pedagogical challenges. The purpose of this study is to develop, implement, and comprehensively evaluate the effectiveness of innovative pedagogical strategies aimed at enhancing students’ digital competencies through the use of artificial intelligence and interactive visualization tools in teaching the theoretical foundations of informatics.

The methodological framework of the study was based on the Action Research approach, which enables the gradual improvement of educational practices within a natural academic environment. During two research cycles, the process of students’ mastery of algorithms with hidden logic was analyzed. For this purpose, the VisuAlgo algorithm visualization platform, as well as the neural network models ChatGPT, Gemini, Claude, and the Gamma presentation generation platform, were employed. The findings statistically and qualitatively confirm that the integration of artificial intelligence tools into the educational process requires a highly structured pedagogical design. The scientific significance of the study lies in extending the DigComp 2.2 conceptual framework and substantiating the need to develop AI literacy as an essential component of the future specialist’s digital competence. The results demonstrate that artificial intelligence tools should function not as a means of replacing students’ cognitive efforts but as a powerful catalyst for developing computational thinking and analytical skills.