The article examines the features of using artificial intelligence technologies in students’ independent work and the role of pedagogical supervision in this process. The purpose of the study is to investigate the effectiveness of using artificial intelligence tools in students’ independent work and to determine the influence of pedagogical supervision on learning outcomes. The study employed methods of theoretical analysis, comparative analysis, survey, pedagogical control, pedagogical experiment and statistical processing. The empirical basis of the study consisted of data from 182 students (n = 182) who participated in the pedagogical experiment. The data were processed using methods of comparative analysis of mean values, two-way analysis of variance, and panel regression. The results of the study showed that the use of artificial intelligence tools in combination with pedagogical control increases students’ learning motivation, academic independence, and the quality of task completion. In addition, it was established that systematic feedback and control by the teacher improve the level of responsible use of artificial intelligence and adherence to the principles of academic integrity. The findings confirmed that the positive impact of artificial intelligence on the quality of learning is sustainable only under conditions of systematic pedagogical supervision. In the absence of sufficient control, a tendency toward a decrease in students’ independent cognitive activity and conscious completion of learning tasks was observed. The scientific significance of the study lies in substantiating the fact that the effectiveness of using artificial intelligence in students’ independent work directly depends on the systematic nature of pedagogical supervision.