Narrative review of artificial intelligence (AI) in neuro-ophthalmic education: approaches for AI literacy

The purpose of the study is to develop a model of a hybrid intelligent educational environment according to the intellectual partnership between humans and artificial intelligence, based on an analysis of the practice of using artificial intelligence in school and university education. To achieve this goal, it was necessary to solve the following tasks: to assess the opinions of participants in educational relations about the use of artificial intelligence in education, the associated threats and opportunities; to identify the features of using artificial intelligence in higher education; and to develop methodological approaches to forming an intellectual partnership between students and artificial intelligence as the basis for a model of a hybrid intelligent educational environment. Materials and methods. The study used a range of methods, including inductive-deductive, statistical and comparative analysis, modeling, and visualization of graphical data.The information base was compiled from scientific publications, materials of the All-Russian Public Opinion Research Center, research results of the scientists of the Higher School of Economics, open sources of the Internet. Results. The integration of artificial intelligence into the educational environment is accompanied by a number of problems (technological, social, psychological, ethical), which requires the management of educational organizations to take them into account when creating a new pedagogical ecosystem, in which artificial intelligence acts as a new tool of the educational process. An analysis of the parental community’s opinions regarding the use of artificial intelligence in children’s education revealed diverse assessments: while acknowledging the high educational potential of the technology, there were also concerns about the associated threats, with the main concern being the potential decline in the quality of knowledge. The article identifies the broad opportunities for using artificial intelligence by students and teachers in school and university education. It also highlights the fundamental differences in the use of artificial intelligence in higher education, which are related to the depth and complexity of solving scientific and educational tasks. The article proposes methodological approaches to creating an intellectual partnership between students and artificial intelligence, aimed at preventing the passive use of technology that leads to intellectual stagnation. The model of a hybrid intellectual educational environment is developed, which requires not only the modernization of technological infrastructure, but also pedagogical and cultural transformation based on ethical principles. The tasks have been formulated to train new qualified personnel who can use artificial intelligence technology as a tool for their professional activities. Conclusion. In the era of unprecedented growth in technological achievements and the widespread and deep penetration of artificial intelligence into all areas of life, including the educational environment, the modern education system is in the process of reevaluating the role and place of artificial intelligence in the learning, development, and upbringing of young people. Recognizing the need to adapt to new technological trends, educational organizations are carefully assessing the potential and threats associated with the implementation of artificial intelligence in the educational process, as well as evaluating their own resources to implement the concept of “collaborative intelligence”, which combines human and artificial intelligence. The intellectual partnership of participants in educational relationships with artificial intelligence has a high potential for solving pedagogical tasks: artificial intelligence, by solving routine tasks, frees up the teacher for creative work, emotional support, and the development of new methods for forming meta-cognitive competencies among students; artificial intelligence expands scientific and educational opportunities for students in a proactive position of using technology.

The object of the study is the status, segment analysis, dynamics and prospects of the global markets for higher education and artificial intelligence in higher education. The analysis and systematization of literature data allowed to summarize the results of research in the field of marketing research of higher education markets and artificial intelligence in higher education. To conduct a marketing analysis, the method of literature search and the method of analysis were applied. The main trends, volumes, rates and factors of growth of the higher education and artificial intelligence markets in the field of higher education, as well as some limitations of their development are presented. The analysis of the higher education market is carried out by the following segments: geographical regions, mode of study, educational levels, sources of income, educational institutions, and the market of artificial intelligence in education – market components, deployment mode, technologies, applications, geographical regions. The potential demand and volume of higher education and artificial intelligence markets in the field of higher education in different countries of the world are determined, the dynamics and competition in the world markets are tracked. The state of the art and prospects for further research in the field of higher education and artificial intelligence in education are summarized. The following scientific methods were used: the method of searching for literature data on the topic under study; the method of analyzing literary sources; comparative analysis of different methodological approaches; content analysis of documents; the method of systematization and classification in conducting research on the achievements of modern science and technology in the field of higher education and the use of artificial intelligence in higher education. The systematization of literature data allowed to present the problems of higher education and the use of artificial intelligence in higher education in the form of tables and diagrams, which gives a certain advantage for understanding and using the material.

Artificial intelligence technology plays a decisive role in various spheres of life, including education. Modern preschools are faced with the need to adapt to the requirements of the modern world, where technology is a mandatory component. The article defines the regulatory and legal principles of using artificial intelligence technologies in the field of education. Based on the study and systematization of the results of scientific research, directions and methods of using artificial intelligence in the educational field have been identified. Scientific-pedagogical guidelines for the use of generative models of artificial intelligence in a preschool education institution are justified from the author's point of view. Modern possibilities of using artificial intelligence technology in the educational process of a preschool education institution are presented, in particular, the features of using artificial intelligence by parents of preschool children. Also, practical aspects of the use of artificial intelligence by specialists in a preschool education institution are proposed, in particular, ChatGPT, Quillbot, Google Gemini, Vocal Remover. The importance of the right approach to the implementation of artificial intelligence in the educational process to ensure efficiency and safety for children is emphasized. The results of the surveys of parents of preschoolers and specialists of preschool education institutions regarding the potential of using artificial intelligence in preschool education for the development of children are summarized, which requires a careful approach and cooperation between teachers, parents, and the administration of preschool education institutions. The use of artificial intelligence in preschool education is a promising direction that can provide support for preschool education specialists, make the learning process more interesting for children, and contribute to their intellectual development. Therefore, research and development of practices for the use of artificial intelligence in preschool education is an important component of the effective implementation of these technologies.

This research aims to explore the development of academic publications on artificial intelligence (AI) in education. Using bibliometric analysis, this research examines scientific publications indexed in Scopus from 2020 to 2024. The primary keyword utilized for data collection is "artificial intelligence in education." The analysis reveals a significant increase in publications featuring this keyword during the specified period. Europe emerged as the leading region in AI-related educational research, with the Netherlands contributing the most scientific publications on this topic. Notably, Ismaila Temitayo Sanusi was identified as the most prolific researcher, while Davy Tsz Kit Ng recorded the highest number of citations. Among publication venues, the journal Computers and Education: Artificial Intelligence was identified as the platform with the largest volume of publications on this subject. These findings underscore the growing academic interest in AI in the education sector. Furthermore, this research highlights opportunities for further exploration in less-studied areas, such as AI education, AI literacy, curriculum design, and the impact of AI on learning outcomes. These gaps highlight the necessity for further research on effectively integrating AI to improve global educational practices.

The application of artificial intelligence in education is one of the focal research today. Researchers have discovered that with the continuous development of artificial intelligence, various artificial intelligence are being utilized in primary and secondary education. However, many issues in this field still lack a unified explanation and understanding. Therefore, the research theme of this paper focuses on the advantages and challenges of using artificial intelligence in education. Based on an analysis of relevant literature and survey data, this study explores the advantages and challenges of artificial intelligence in education. The research findings indicate that artificial intelligence can provide personalized education, offer abundant educational resources for teachers and students, and provide timely feedback on student progress. Thus, enhancing learning outcomes. However, the application of artificial intelligence in education still faces challenges such as funding limitations, inadequate policy support, privacy concerns, varying levels of teacher acceptance, and a lack of standardized curriculum. Nevertheless, the use of artificial intelligence in education holds tremendous potential. In the future, it is necessary to formulate policy and standardization at the national level and address issues such as information security and privacy protection to promote the comprehensive application and development of artificial intelligence in education.

The integration of artificial intelligence (AI) in education has the potential to revolutionize teaching and learning, particularly in the development of students’ critical thinking skills. This study explores science instructors' familiarity, perceptions, and experiences with using AI to enhance students' critical thinking skills, as well as the level of institutional support for AI integration in teaching. A quantitative survey was conducted among 20 science instructors from higher education institutions in Isabela, Philippines. The findings reveal that while instructors acknowledge AI's potential to improve educational outcomes, there is a significant gap in formal AI training and literacy among educators. Positive correlations were found between AI literacy, AI integration, and critical thinking development, suggesting that as AI literacy increases, AI integration and enhancement of critical thinking skills also increase. Regression analysis identified AI integration as a significant predictor of critical thinking development. Challenges remain in the effective implementation of AI, including concerns about overreliance on AI-generated responses and the need for clear assessment guidelines. Interestingly, years of teaching experience did not significantly influence participants’ AI literacy, perceptions, or integration. This study highlights the importance of developing comprehensive AI literacy programs for educators and integrating AI into curriculum structures to balance AI-enhanced learning with human-centered pedagogy. These findings emphasize the need for thoughtful implementation and ongoing research to effectively leverage AI in promoting critical thinking skills in science education.

Nursing students' artificial intelligence (AI) literacy, AI self-efficacy and AI self-competency: A cross-sectional design and structural equation model analysis.

Future schools, by utilizing the capabilities of artificial intelligence, will experience novel approaches in the teaching-learning process, student assessment, and educational management. The aim of this study was to design a model of the future school in which artificial intelligence plays a key role in enhancing learning processes and the management of primary schools. The research method was mixed; the statistical population in the design phase included faculty members from the fields of Computer Engineering - Artificial Intelligence, IT, Information Technology Management Engineering, and Educational Management at higher education institutions, as well as senior managers and experts from the Informatics Department of the Education System and specialists in the fields of "Future Schools" and "Artificial Intelligence in Education." In the validation phase, the population consisted of faculty members of Information Technology Management Engineering and Educational Management at higher education centers in Golestan Province, along with senior managers of the Education Department of this province. In the quantitative phase, the population included all formal and contractual teachers of girls’, boys’, and coeducational primary schools in Golestan Province during the 2023-2024 academic year, totaling 5,919 teachers. In the qualitative phase, 18 experts were selected using the snowball sampling method; in the validation phase, 20 experts were selected using purposive sampling; and in the quantitative phase, 361 teachers were selected using cluster random sampling and Cochran's formula. For data analysis, in the qualitative section, the grounded theory method was employed through open, axial, and selective coding using semi-structured interviews; in the validation phase, the Delphi method was used over three stages with an expert checklist tool and SPSS software; and in the quantitative phase, structural equation modeling was used with a 100-item questionnaire in Smart PLS software. According to the results of the qualitative and validation sections, the paradigmatic model included 12 main categories and 24 subcategories, detailed as follows: Causal conditions (cultural readiness for accepting artificial intelligence, artificial intelligence infrastructure, family-centered interaction with artificial intelligence, intra-institutional participation with artificial intelligence, active learning based on artificial intelligence, and effective learning based on artificial intelligence); Contextual conditions (enhancement of virtual networks with artificial intelligence, social interactions based on artificial intelligence, civic behavior regarding artificial intelligence, teaching-learning policies based on artificial intelligence, and cultural education focused on artificial intelligence); Intervening conditions (institutional conflicts regarding artificial intelligence, technical challenges concerning artificial intelligence, management and supervision in intelligentization, and resource dependency regarding artificial intelligence); Strategy (ease of access to artificial intelligence, assessment based on artificial intelligence, gradual implementation of artificial intelligence, creative learning through artificial intelligence, and content and process changes focused on artificial intelligence); and Outcomes (improvement of speed and quality of education through artificial intelligence, educational equity through artificial intelligence, academic motivation through the application of artificial intelligence, and enhancement of creativity and innovation through the application of artificial intelligence), along with 100 indicators. The results of the quantitative section showed that all dimensions and components of the research model were confirmed.

The current study aims to reveal possible opportunities for applying artificial intelligence in higher education, and to identify the most important challenges that such application faces and the maximum benefits that can be acquired from employing artificial intelligence techniques in developing the educational process and the educational services in higher education institutions. This study followed the descriptive analytical approach in addressing the topic of applying artificial intelligence in higher education by reviewing the literature and previous studies that addressed this topic. The study concluded that it is possible to benefit from the application of artificial intelligence in higher education in the fields of teaching, learning, administration, research, and others, if the requirements of this application are dealt with effectively and the facilities that support the use of artificial intelligence techniques are provided. The study recommends confronting the challenges that weaken the effectiveness of the application of artificial intelligence in higher education. The most important challenges in this regard are: the lack of educational policies related to the application of artificial intelligence in education, the weakness of the infrastructure needed to supports the use of artificial intelligence techniques, the need to train academics and learners on how to deal with new applications, and the lack of due awareness of the importance of artificial intelligence applications and its role in developing higher education. KEY WORDS: artificial intelligence, higher education, opportunities, challenges, foreseeing the future

Purpose: of the article is to study the influence of artificial intelligence on the construction of an adaptive educational environment that takes into account the positive and negative impact of artificial intelligence, as the core of digital technologies, on the well-being of participants in the educational process. Methods: the work uses a complex of theoretical methods, including axiomatic, formalization, abstraction, logical analysis, historical retrospection. The most signifi cant practical research methods include statistical, operationalization and evaluation, comparative analysis. Results: the article provides a statistical substantiation of the demand for artifi cial intelligence in the education. The current educational problems are shown, in solving which it is advisable to use artifi cial intelligence. The article describes the trends in the use of artificial intelligence in the Russian education. The interpretation of the adaptive educational environment is given and the possibilities of using artificial intelligence as a tool for its construction are shown. The logical sequence for constructing an adaptive intelligent teaching system is proposed. The analysis of the impact of digital technologies used in hybrid learning (including artifi cial intelligence) on the well-being of participants in the educational process was carried out. The need for a rational, balanced and cautious approach to the use of artifi cial intelligence in education is emphasized, which gives rise to numerous ethical problems, ignoring which can negatively aff ect the values of education. Conclusions and Relevance: in the context of digitalization of the economy and society, the key technology of which is artifi cial intelligence, education is facing technological challenges that force it to adapt to new operating conditions. The penetration of artifi cial intelligence into the field of education is the pattern of scientific and technological progress that cannot be resisted. The positive aspects and threats of using artificial intelligence in education should be critically assessed, and informed decisions should be made on this basis. Considering the specifics of the educational environment in which the foundation of personality is laid, and the need to preserve the values of education as a factor of cultural progress, priority in goal-setting and the meanings of education should remain with a person whose assistant can be artifi cial intelligence.

The integration of artificial intelligence in education is a significant advancement that fundamentally transforms education delivery and reception. Artificial intelligence relies on technologies like machine learning and big data analysis to offer customized and interactive learning experiences. Analyzing students' performance and providing individualized advice may improve their knowledge. Artificial intelligence (AI) may also enhance the creation of cutting-edge educational materials using technologies like augmented and virtual reality, making the learning experience more engaging and interesting. Nevertheless, further comprehensive research is necessary to fully understand the lasting impact of AI approaches on student learning results. In order to address this deficiency, the present work proposes a novel strategy that integrates bibliometric analysis with systematic literature review (SLR) utilizing the PRISMA methodology. The first stage focused on a comprehensive bibliometric, which included key nations, educational establishments, publications, keywords, and influential authors in the realm of artificial intelligence in education. This phase facilitated a comprehensive understanding of the overall state of this field across different disciplines. The subsequent phase was a systematic literature review (SLR) of 12 specifically chosen scholarly articles. This review focused on the current use of artificial intelligence (AI) in education. This review also examined the impact of implementing artificial intelligence (AI) in education, specifically focusing on its influence on student motivation and the desire to learn.The present study aims to implement artificial intelligence (AI) technology in education and explore strategies for achieving sustainable education for future generations.

The importance of artificial intelligence (AI) is growing in all economic sectors and thus also in higher education. In recent years, there have been significant developments in this concept of "Artificial Intelligence in Education (AIED)". The purpose of this study was to find out how the concept of artificial intelligence can be applied to teaching and learning in higher education and the implications of the use of artificial intelligence in higher education. The impact of the development of technologies on learning is often studied on the methods and scope of learning and teaching. Artificial intelligence enables higher education services to become easily accessible with extraordinary speed, not only in the classroom but also outside the classroom. This report seeks to explore how AI will become an integral part of universities and seeks to examine its immediate and future impact on various aspects of higher education. The challenges of implementing AI in these institutes were also explored. As artificial intelligence (AI) research in education increases, many researchers in the field believe that the role of teachers, schools and leaders in education will change. In this regard, the aim of this study is to investigate which are the possible scenarios for the arrival of artificial intelligence in education and what impact it can have on the future of schools. In this research, it confirmed that artificial intelligence has been widely adopted and used in various forms in education, especially educational institutions. Artificial intelligence was initially implemented in the form of computers and computer-related technologies, moving to web-based and web-based intelligent educational systems, and finally with the use of embedded computing systems and other technologies such as humanoid robots and web-based chatbots teachers & tasks and assignments independently or with tutors. With these platforms, teachers could perform various administrative tasks such as grading and Work more effectively and efficiently and achieve higher quality in your learning activities. On the other hand, because the systems use machine learning and adaptability, the curriculum and content are adapted which improved uptake and retention, which improved the student experience and the overall quality of education.

In order to explore the maturity of online concerts and the digital content of music resources, this article analyzes the role of artificial intelligence in music education, discusses the application of artificial intelligence in music education and the development trend of artificial intelligence in education, and studies the quality of vocal music teaching based on artificial intelligence technology. In this paper, ARM and SA algorithms, as well as internal and external probability algorithms, are combined for research and analysis. Through this study, the authors show that human intelligence skills have a certain impact on vocal music teaching, with an impact rate of 56.42%. It can be seen that artificial intelligence can directly optimize the level of music teachers and promote the improvement of teachers' teaching quality and efficiency. This article improves the effective understanding of artificial intelligence in music education and strengthens the scientific and rational application of artificial intelligence in education.

Today, artificial intelligence has penetrated all areas of human activity, including its technologies being actively implemented in the educational process. This article is devoted to issues related to the implementation of artificial intelligence in higher education. The purpose of this work was to determine the prospects and features of using artificial intelligence in the educational process of higher education. The novelty of the study lies in a comprehensive analysis of the areas of artificial intelligence use, its capabilities, risks, and limitations. The research methodology is based on a systems approach using theoretical and experimental methods. The article provides a brief analysis of the work of foreign and Russian researchers on the application of artificial intelligence. As part of the theoretical stage of the study: the main areas of artificial intelligence use are identified, which are systematized into three groups (educational process management, educational process organization, teacher optimization); the content and key benefits are determined for each group; the risks and limitations of using artificial intelligence in education are identified (technical, pedagogical, ethical, social and economic, legal). The experimental portion of the study involved conducting a survey among students and faculty at higher education institutions in the Trans-Baikal Territory and analyzing the results to determine the extent of artificial intelligence implementation in higher education and assess its impact on the educational process. The study demonstrated the need for careful implementation of artificial intelligence in higher education, maintaining a balance between technology and the human factor. Prospects for further research may include developing methods for the effective use of artificial intelligence in higher education.

The article analyses the prospects, risks and benefits of using artificial intelligence in higher education. The author considers the state and prospects of artificial intelligence development, substantiates the importance of studying this issue and the need for further research on the impact on academic integrity, quality and learning outcomes. The purpose of the article is to study and analyse ethical and philosophical issues related to the use of artificial intelligence in higher education. Objectives of the study: 1) to analyse the impact of artificial intelligence on teachers, higher education students and the educational system as a whole; 2) to identify the potential benefits and risks of using artificial intelligence in higher education; 3) to consider ethical issues related to the use of artificial intelligence in the educational process and research; 4) to propose recommendations for the responsible use of artificial intelligence in higher education. The methods of general philosophical analysis were used to summarise and systematise the research results. It is considered that digital technologies are actively used in higher education. It is noted that this leads to positive trends, in particular, personalized training courses and methodological material adapted to their characteristics are offered to students. Artificial intelligence can significantly automate the development of technical specifications, teaching materials for the educational process, simplify document management. The risks that arise when using artificial intelligence are also noted, namely, confidentiality issues, lack of responsibility, non-compliance with the principles of academic integrity. To prevent and mitigate risks, it is necessary to adhere to the principles of transparency, confidentiality, social responsibility and prevention of harm to humans. All of this requires bringing legislation on the use of artificial intelligence in line with international standards, and for educators, rethinking not only the system of knowledge assessment and control of students, but also the entire paradigm of teaching methodology in higher education.