New Approaches to Designing an Intelligent Educational Environment in the Context of Artificial Intelligence Scaling

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.

The introduction and implementation of Artificial Intelligence (AI) in higher education has brought out new opportunities and obstacles. The utilization of AI will result in a significant transformation of the governance structure within global higher educational institutions. The potential use of AI involves exploring the educational implications of how teachers may enhance their teaching methods, how students can improve their learning experience, and how institutions of higher education can make more accurate and timely judgments. This is significant because the workload has significantly increased as a result of the widespread expansion of higher education. Given the circumstances, AI assistance is crucial. The implementation of artificial intelligence in higher education is a significant matter in this context. The objective of this study is to investigate the feasibility of individuals adopting it. To do this, we have formulated hypotheses and a conceptual framework, which we then validated through a survey by obtaining feedback from a total of 240 respondents. Research has discovered that the model can assist authorities in promoting the implementation of artificial intelligence in higher education. The outcome of this study will help practitioners understand the insights of people’s intentions and psychology in adopting AI in educational sectors.

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 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

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.

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.

The article reveals various aspects of the use of artificial intelligence (AI) in higher education. Prospects for the use of AI in higher education are discussed, and specific examples of the use of AI for educational purposes are considered. AI, having great potential for improving the quality of higher education, also carries potential risks of use that must be taken into account. The role of artificial intelligence in the educational process of higher education, evaluation and management of educational processes is emphasized. That is why attention is focused on the issue of what aspects are behind the use of AI in education. The issue of ethical and social consequences of the use of AI in education is discussed.

The purpose of the study is to predict possible trends in the impact of generative artificial intelligence, in particular ChatGPT technologies, on education. Predictive estimates are formed on the basis of expert discussions of the consequences of using these digital technologies in education, which are currently going on in the public space and in the scientific community. The main groups of expert opinions and scientific approaches are being identified and compared, which makes it possible to present a perspective vision of the processes of integrating generative artificial intelligence into education. Analysis and forecasting are mostly carried out on the example of the practice by using generative artificial intelligence in higher education, however, the main provisions and conclusions can be extrapolated to other levels of education.Materials and methods. In the course of the study, methods of qualitative analysis of expert opinions presented in the public space (in the media, social networks, on the websites of educational organizations and analytical agencies, in public speeches), as well as methods of meaningful analysis of scientific publications, were used. Grouping and classification of expert opinions and scientific approaches were carried out. The analysis also used the results of a sociological study conducted by means of online survey of students from the Plekhanov Russian University of Economics on a sample of more than 3 thousand people. Methods of social forecasting were used to form predictive estimates.Results. The analysis made it possible to conclude that public discourse on employing generative artificial intelligence in education is controversial. Five groups of expert opinions were identified regarding the impact of generative artificial intelligence on education, which differ as to the need for its use in educational organizations and the scope of educational transformations that can occur under its influence. The analysis of scientific discussions showed that scientific community has not finally determined the consequences of the practical impact of generative artificial intelligence on the field of education. At the same time, possible promising areas and problem areas of its use are being identified, as well as its potential to initiate new reforms in education. The following possible trends in the integration of generative artificial intelligence into education are predicted: gradual change in the paradigm of education towards creativity-oriented education; increase of the share and scope of using artificial intelligence technologies in education; formation of new legal and ethical standards governing the use of generative artificial intelligence in education; increasing the importance and changing the role of the lecturer.Conclusions. Generative artificial intelligence has all the potential for solving long-term tasks of developing education. However, rapid technological development is inevitably associated with numerous risks, which require the creation of a methodology for using generative artificial intelligence in education, improvement of regulatory framework and solution of ethical problems. A new qualitative level of integration of a human being and artificial intelligence in the educational sphere is the thing of the future. Such integration will contribute to improving the quality of human capital in line with rapidly developing technologies of 5.0 Industrial Revolution.

Innovation in higher education is essential to align teaching with technological developments. The use of artificial intelligence (AI) offers great potential to improve education management in higher education through optimizing the teaching and learning process. This research aims to explore how the integration of artificial intelligence in education management can improve the efficiency, effectiveness, and quality of students' learning experience in higher education. The research method includes a comparative analysis between conventional education management systems and systems that utilize artificial intelligence, as well as the implementation of AI technology in the decision-making process in higher education. The results show that the application of artificial intelligence can improve the ability of prediction, data analysis, adaptation, and personalization in curriculum management, student performance evaluation, and the provision of learning resources tailored to individual needs. Artificial intelligence in education management in higher education has opened up various opportunities. Artificial intelligence enables personalization of learning. In addition, the use of artificial intelligence in administration has also improved the efficiency of resource management and administrative processes. The conclusion of this study states that the utilization of artificial intelligence in educational management in higher education can bring about positive changes. By effectively utilizing artificial intelligence technology, universities can improve students' learning experience and optimize administrative efficiency, better preparing students for future challenges. It can also manage education in higher education to create a more adaptive, responsive, and innovative learning environment, which in turn can improve the overall quality of higher education.

The article examines the role and the influence of artificial intelligence in the digital age in the field of higher education, in particular in the field of International relations. The article, which comprehensively presents the issue under discussion, also makes the focus on the growing role of artificial intelligence in the field of international relations, which has become one of the important issues on the agenda of superpower relations. At the same time, the advantages and risks of digital technologies and artificial intelligence systems are discussed, which, on the one hand, ensure technological progress, and on the other, create dividing barriers between developed and less developed countries. The author researches how the foreign policy departments of the leading world powers use the opportunities provided by artificial intelligence systems in their work, and what advantages this provides. The above-mentioned questions indicate that the current generation of International relations scholars must be capable to use the instruments of digital technologies and artificial intelligence systems in the course of their professional activities, which will save time and increase the efficiency of the work done. However, the important question is how to use digital technologies and artificial intelligence systems in the educational process of training specialists in International relations, so that this does not have negative consequences and does not lead to overload of students or tutors. It is necessary to identify the relevant components of education in this regard, as well as to estimate the proportion of using the artificial intelligence in education. It is important that the university is also a research environment and the functioning of a continuous chain of science and education is really crucial, and in which the use of artificial intelligence capabilities is also important. The article also analyzes and presents the views of researchers involved in the issue regarding the positive and negative consequences of the use of artificial intelligence in higher education. Accordingly, conclusions were drawn regarding the prospects for the use of artificial intelligence in higher education.

This research aims to 1) Develop a common framework for artificial intelligence in higher education (AAI-HE model) and 2) Assess the AAI-HE model. The research process is divided into two stages: 1) Develop an AAI-HE model, and 2) Assessment the model. The sample consists of five experts chosen through purposive sampling. The data is analyzed by means and standardized deviations statistically. The research result shows that 1) the AAI-HE model consists of seven key components which are 1.1) User Interactive Components and Technology of AI, 1.2) Components and Technology of AI, 1.3) Roles for Artificial Intelligence in Education 1.4) Machine Learning and Deep Learning 1.5) DSS Modules 1.6) Applications of Artificial Intelligence in Education, and 1.7) AI to enhance campus efficiencies, and 2) The result of the assessment of the AAI-HE model is rated as absolutely appropriate overall.

Currently, artificial intelligence techniques are actively used in various areas of social life. In higher education, using these techniques is of special interest to both teaching staff and legal community. Statutory regulation of artificial intelligence in the system of higher education is at a not very high level as of today, despite using at some universities really advanced artificial-intelligence technologies.Authors of this paper have tried to develop a comprehensive scientific concept of the legal aspects of using artificial intelligence in higher education. We analyzed the notion of artificial intelligence and other terms in the area under research, considered the matter of the legal nature of artificial intelligence systems, defined the prospects of legally regulating the relationships to using artificial intelligence in education, and investigated the possibility of instituting civil-law sanctions for artificial intelligence operation in education.Undoubtedly, onrush of and using artificial intelligence systems in higher education need sound legal support. Legal enactments to be adopted in the area under research must consider both artificial intelligence techniques that are currently used by the institutions of higher education and those to be developed in the nearest future.KeywordsLawArtificial intelligenceHigher education

Purpose Previous research on Artificial Intelligence in Education (AIEd) has predominantly focused on specific tools and outcomes. Few studies provide data-driven insights into its evolution, particularly in the period after the launch of ChatGPT. This study addresses this gap through a bibliometric analysis of publications on Artificial Intelligence in Higher Education from 2015 to 2024, mapping research output, collaboration patterns, and citation trends. Design/methodology/approach A total of 1,671 peer-reviewed journal articles indexed in Scopus were analyzed based on the PRISMA framework. Using performance analysis and scientific mapping, the study examined the AIEd research landscape to offer document, author, country, institution, and keyword-level insights. Findings The publications depict a 67% annual growth rate, especially after 2022, with output tripling from 353 in 2023 to 927 in 2024, coinciding with the release of ChatGPT. Most highly cited articles focus on generative AI, signifying a thematic shift towards AI-driven academic concerns like academic integrity, assessment challenges, and AI ethics. Practical implications The findings can guide universities in implementing AI literacy initiatives, embedding ethical safeguards, and shaping evidence-based institutional and policy frameworks for responsible AI integration. Originality/value This study captures the trajectory of AI in higher education over the past decade. It highlights a significant thematic shift in research following the emergence of ChatGPT, which has not yet been comprehensively assessed. The findings of the study are poised to shape the direction of future research in the field.

The article discusses the issues of the inclusion of artificial intelligence in the educational process of higher educational institutions. The analysis of the results of a questionnaire survey among 600 students of higher educational institutions (Russia, Vietnam, China), aged 18-23 years, studying in various specialties. The authors of the study determined which online resources are the most popular and frequently used in educational. An assessment of the use of neural networks in the educational process showed that students often use chatbots to write research papers, while many students are not ready to fully verify their reporting assignments using artificial intelligence. Most students consider it necessary to effectively use artificial intelligence in higher education, but communication with teachers cannot be minimized, and Chinese students are more willing to study using artificial intelligence. When introducing artificial intelligence into higher education in different countries, it is necessary to take into account the national characteristics of educational processes.

In the past decades, AI was not playing a pivotal role in technology. But now, artificial intelligence is a key part of the revolution of technology. AI has become a powerful tool in recent years, enabling machines to think and act like humans. AI helps in developing a better approach to teaching students (i.e., adaptive learning where a computer algorithm identifies the rate of learning of a student and adapts itself so that the student learns efficiently). The aim of implementing AI in education is not to replace tutors, but to assist them in understanding the potential and limitations of each student individually. This chapter will cover the introduction, existing applications, and new applications of artificial intelligence in higher education. The prime focus of the chapter will be on the approaches to different product developments and their implementation using artificial intelligence in the education sector. It provides a brief idea of how the existing applications solve the problems in higher education and new approaches to make higher education more efficient.