Review of Scientific Approaches to the use of Artificial Intelligence Technologies in the Educational Process

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.

The article is devoted to the application of artificial intelligence in education and highlighting opportunities and problems in the context of sustainable development. The current state of introduction of artificial intelligence technologies in the educational process is analyzed. The technologies of artificial intelligence, which are most often used in the educational process are generalized into the following categories: cognitive services; virtual, mixed and augmented reality; Internet of things and peripheral computing; metacognitive scaffolding. The advantages of using the artificial intelligence in educational processes depending on the impact on its beneficiaries are generalized: students, teachers, students’ parents, heads of educational institutions, local governments. It is proved that the learning process can be significantly effective through the use of artificial intelligence technologies and the creation of individual training programs based on the use of analytical data obtained from the application of these technologies. It is found that the main advantage of using artificial intelligence in education is the individualization and personalization of the educational process. The benefits are pointed out which heads of educational institutions and local governments receive from the use of artificial intelligence technologies in the educational process in order to ensure sustainable development, including transparency and accountability of decisions, rational and energy efficient use of resources. Discussion issues of confidentiality and depersonalization of students’ data who are processed by artificial intelligence during the educational process are revealed; it is recommended to differentiate the responsibility for access, storage and use of personal and confidential data by educational institutions. Prospects for further scientific research are outlined - further personalization and individualization of the educational process.

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.

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.

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 world we live in has been radically changed by technology in recent decades. The field of artificial intelligence (AI) in education (AIEd) has developed into a sizable literature collection with a variety of viewpoints. The use of artificial intelligence in educational applications is growing in popularity, posing both benefits and difficulties for the classroom. This study aims to provide a comprehensive understanding of the current conceptual framework of AIEd and explore the future vision for this technology. The study aims to investigate the opportunities that AI technology offers to enhance teaching and learning, identify challenges in this field and outline the future vision for AI technology, and examine the learning outcomes for teachers and students influenced by AI technology. This method can offer a thorough understanding of the conceptual framework and the long-term goals for this area of technology. For a comprehensive literature evaluation, we chose 35 empirical research publications that included AIEd applications, study themes, and other aspects of the research design, including the general AIEd research field, AIED applications, research topics, and future vision including future benefits, opportunities, threats, and challenges. Although AIEd-based settings are improving student learning, research indicates that tailored learning is still in its early stages. Lack of money and moral dilemmas are obstacles. AIEd's benefits include the fact that AI chatbots and applications facilitate learning, but they also have drawbacks. Additionally, AI apps improved engagement through interactive features, promoted well-being with components and continual availability, and spurred creativity by offering new ideas and problem-solving strategies. While encouraging creativity and increasing participation have many advantages, there are also important obstacles that need to be overcome, such as limits on creativity and moral dilemmas. To maximize the use of AI in education, these elements must be balanced through careful deployment and ongoing assessment.

The purpose of the study. The problem of using the capabilities of artificial intelligence and immersive technologies in educational programs is being updated. The article is devoted to the analysis of the role, functions and significance of artificial intelligence and immersive learning technologies in the development of an open educational environment and its personal segments formed by subjects of educational relations in the process of preparing graduates of pedagogical universities to change the conditions of modern society. The possibilities of Generative Pretrained Transformers (GPT) and virtual reality in its various manifestations (AR, VR, AVR) are discussed. Their influence on the formation of the personal educational environment of graduates of pedagogical universities is shown.Materials and methods. The method of comparative analysis of scientific publications in the field of artificial intelligence development, immersive learning technologies, and the formation of a personal educational environment is used. The capabilities of a number of GPT services have been experimentally tested. The ideas about the role and functions of new resources in improving the educational process are summarized. The forecast of the integration of artificial intelligence and immersive technologies in pedagogical education is given.The results of the study. It is shown that Generative Pretrained Transformers are able to implement reference and encyclopedic, constructive and creative, analytical, control and training functions in the educational process while observing the ethics of their application. The connection between the development of artificial intelligence and the appearance in the global information network of virtual characters imitating human appearance and behavior in various contexts, and anthropomorphic robots capable of communicating with humans for educational purposes is indicated. Attention is drawn to the inclusion of new means of communication with artificial intelligence in the personal educational environment of the lecturer, which provides him/her with a combination of the functions of a supplier and at the same time a consumer of knowledge. The prospects of the emergence of virtual and anthropomorphic pedagogical agents with artificial intelligence in the education system and in informal communications are assessed. The educational possibilities of augmented reality, virtual reality and augmented virtual reality as means of immersive learning technologies are defined. The pedagogical and technological conditions for the safe use of immersive learning technologies are given. It is noted that the creation of personal educational environments with components of artificial intelligence and immersive technologies makes it possible to organize the processes of teaching and self-education of a lecturer, ensuring the subjective nature of his/her personal and professional growth and mobility in a complicated world.Conclusion. The conclusion is made that the creativity of innovative lecturers, which is visible in their open educational environments, is a resource for overcoming the reproductive nature of the functioning of pre-trained neural networks. The authors believe that positive feedback in the joint evolution of artificial intelligence (AI) tools and personal segments of the open educational space will contribute to the transformation of the existing information society into a learning society. This makes it possible to form a system of open meta-education according to the needs of each individual.

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 relevance of the paper is due to the fact that the use of artificial intelligence (AI) technologies in education is determined by global trends in the digitalization of the learning process and the need to adapt educational systems to contemporary challenges. Foreign experience in implementing AI demonstrates significant potential for personalizing learning, automating assessment, and analyzing data on the performance of participants in the educational process. Studying successful practices from other countries can reveal effective methods for integrating innovative technologies into the learning process. The purpose of the present article is to examine the current state of the use of artificial intelligence technologies in the educational processes of various countries around the world. The methodology of the research is based on the general scientific and special methods of cognition such us analysis, synthesis, logical method, monitoring, and the method of visualization of the research results. The conclusions. The global experience of applying artificial intelligence in education demonstrates significant potential for these technologies to personalize learning, enhance the effectiveness of the educational process, and expand opportunities for both higher education students and educators. Foreign experience shows that various countries are already actively using AI-based innovative solutions to enhance the effectiveness and quality of education. At the same time, the implementation of AI in education is accompanied by certain challenges and risks that must be considered and addressed at both national and international levels. However, given the rapid growth of investments and innovations in this field, it can be expected that AI will become an integral part of the education of the future, transforming the learning process and opening new horizons for the development of human potential. The scientific novelty of the research. A comparative analysis of the implementation of artificial intelligence technologies in the educational process of different countries, including China, the USA, the United Kingdom, and Japan, has been conducted. Key features of AI integration in the field of education and its impact on learning personalization, process automation, and the improvement of educational outcomes have been presented. The practical significance of the article. The research results can be used to develop strategic approaches for the implementation of artificial intelligence in Ukrainian higher education institutions. The proposed recommendations will enable educators to effectively integrate innovative technologies to enhance the quality of education and improve student learning outcomes through personalized learning and the automation of routine tasks.

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 article investigates the current use of artificial intelligence technologies and services in the educational process of general secondary education institutions by participants in the educational process – teachers and students. An analysis of research and publications that highlight the issues of using artificial intelligence in education has been conducted. The potential and specific features of implementing artificial intelligence at the present stage are outlined. Positive developments in pedagogical practice regarding the use of artificial intelligence in the educational process are identified. Risks and negative trends that need to be considered to ensure fair and safe use of AI in education are highlighted. In particular, important ethical aspects of applying artificial intelligence in the educational process are emphasized, the consideration and implementation of which are urgent needs for the ethical and responsible use of AI-based tools. This will improve teaching practices and the learning experience of students, ensuring they develop future skills within ethical frameworks, and provide teachers with the support needed to enhance the effectiveness of their pedagogical activities and the development of innovative teaching methods.

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 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: The purpose of the study is to identify areas of student use of Artificial Intelligence (AI) in education, as well as to develop a model view of student use of AI in education. Design/methodology/approach: The study used an integrated research approach, combining descriptive, comparative and descriptive analysis methods to provide an in-depth and multifaceted understanding of the role and potential of artificial intelligence in education. The research process started with a biblio-metric analysis and a systematic literature review, which was conducted in Scopus and Google Scholar databases. The literature analysis carried out allowed artificial intelligence to be defined, as well as selected AI tools to be identified. Subsequently, an in-house study was carried out, which was in the form of a survey - a diagnostic poll; authors’ questionnaire containing ten closed questions was used as a research tool. The questionnaire was uploaded to Google and the link was distributed to selected students of Cracow University of Economics in Krakow. Responses were collected using the CAWI technique. A total of 295 responses were obtained. Results: It was found that students use AI in education, the main areas of use of AI tools by students are: writing term papers, reports, or creating presentations. What is very important, students use AI to obtain feedback on their work, and are also aware of the benefits and threats generated by modern technologies. The conducted research allowed for the development of a model approach to the use of AI in education by students. Research limitations/implications: The study was limited by the sample of people studying at Cracow University of Economics in Krakow. The authors showed that students use AI in education to a large extent, ChatGPT was most frequently indicated as the tool of preference, as well as the frequent use of Gemini by students. Students indicated risks as well as benefits of using AI in education which allowed the authors to conclude that they use AI consciously. Future research should include a more in-depth exploration of the directions of AI use in education and investigate the impact of AI on competence development. Research on the attitudes - behavioural, cognitive, emotional - of students towards ChatGPT may also be interesting, as well as examining the differences in attitudes depending on the field of study. Practical implications: The development of a model for the use of artificial intelligence in education by students can indicate current trends in education that are posed to both lecturers and students to adapt to changing market and educational conditions.Social implications: There is an increased awareness among lecturers and students regarding the use of AI in education and its impact on the sector. Originality/value: Discussion of AI, identification of AI tools, identification of the extent and areas of student use of AI in education. The added value is to identify the benefits and risks of student use of AI in education, as well as to develop a model view of student use of AI in education.