ARTIFICIAL INTELLIGENCE IN EDUCATION: TOOL, OBJECT, “SUBJECT” OF LEARNING

Abstract

The active development of innovative technologies led to the introduction of artificial intelligence in all spheres of human activity, particularly, in education. As an educational technology, artificial intelligence integrates social, cultural, pedagogical, and legal aspects of application, thereby opening up new opportunities for learning and generating knowledge. At the same time, education faces new problems and challenges, one of which is determining the role of artificial intelligence in the generation of knowledge. The article analyzes the main representations of artificial intelligence in education: as a tool of education, an object of learning, and a “simulative subject”. In the complex system of “artificial intelligence & education & knowledge”, representations of artificial intelligence are considered evolving and becoming more complicated by overcoming contradictions embedded in systems. To understand the impact of artificial intelligence on education, its features as a tool of education and as an object of learning are revealed, and productivity and problems that arise are clarified. Special attention is paid to the status of AI as a “simulative subject” in education, whose role in the transformation of “knowledge” into “understanding” is determined by the human teacher. The interdisciplinary theoretical base is represented by studies of thinking, knowledge, and education as complex systems. A phenomenological approach was used to justify the content of learning as a transformation of knowledge into meaning and understanding of the teacher’s role in digital education.