RISKS OF GENERATIVE AI TECHNOLOGIES INTEGRATION INTO THE EDUCATIONAL SPACE
https://doi.org/10.18384/2224-0209-2025-4-1696
Abstract
Aim. To analyze risks of the negative impact of generative AI on education.
Methodology. The primary focus of the study is to examine the types and strategies of media consumption among representatives of different age groups involved in educational processes.
Results. The study identified various types of media consumers and characterized their level of engagement with the information space.
Research implications. The various types of media consumers were identified, and their level of engagement in the information space was characterized. Research implications of this study are valuable due to the need to examine the extent and nature of the impact of generative AI technologies on modern education to effectively counteract the negative effects of this impact.
Supporting agencies: Federal State University of Education
About the Authors
Natalya V. Sidyacheva
Federal State University of Education
Russian Federation
Russian Federation
Cand. Sci. (Psychology), Assoc. Prof., Head of the Department of Social and Educational Psychology, Faculty of Psychology
Andrey S. Kopovoy
Federal State University of Education
Cand. Sci. (Psychology), Assoc. Prof., Head of the Department of Social and Educational Psychology, Faculty of Psychology
References
1. Amanova, A., Charykhodzhaev, D. & Dzhumanazarov, G. (2025). The AI Impact on Modern Education. In: Science Bulletin, 3 (2), 239–244 (in Russ.).
2. Kopovoy, A. S. & Smirnov, V. M. (2025). Artificial Intelligence (AI) in Professional Education. In: The World of Science, Culture and Education, 4, 129–132 (in Russ.).
3. Kostin, D. V. (2025). Artificial Intelligence in Higher Education. In: Proceedings of Voronezh State University. Series: Problems of Higher Education, 2, 5–9 (in Russ.).
4. Krivoshchekova, A. M., Mitrofanova, K. M. & Gulyaeva, I. L. (2024). Information Neuroses: A Current Problem of the Post-Industrial Society of the 21st Century. In: European Journal of Natural History, 3, 20–25 (in Russ.).
5. Medvedev, A. V., Golovyatenko, T. A. & Podymova, L. S. (2022). The Role of Artificial Intelligence in the Modern System of Higher Education. In: Higher Education Today, 2022, 3–4, 149–153 (in Russ.).
6. Nikitina, Yu. A. & Artemova, S. A. (2022). Current Aspects of Developing Technology for Developing Syllabic Analysis and Synthesis Skills in Children with General Speech Underdevelopment. In: StRIZh, 1. URL: https://strizh-vspu.ru (accessed: 06.10.2025) (in Russ.).
7. Kravchenko, D. A., Bleskina, I. A., Kalyaeva, E. N., et al. (2020). Personalization in Education: From Programmable to Adaptive Learning. In: Journal of Modern Foreign Psychology, 9 (3), 34–46 (in Russ.).
8. Dolgov, Yu. N., Kopovoy, A. S., Malyuchenko, G. N. & Smirnov, V. M. (2009). Development of a Culture of Media Consumption: A Social-Psychological Approach. Saratov: Saratov University publ. (in Russ.).
9. Sadovnichy, V. A. (2018). University of the 21st Century. Reflections on University Education. Moscow: Moscow University publ. (in Russ.).
10. Shanin, S. V., Korovin, R. V. & Shekhmatov, S. A. (2015). Information and Educational Space in the Process of Professional Training of a Military Specialist for Management Activities. In: Human Capital, 6, 74–77 (in Russ.).
11. Sun, Q., Norman, T. J. & Abdourazakou, Y. (2018). Perceived Value of Interactive Digital Textbook and Adaptive Learning: Implications on Student Learning Effectiveness. In: Journal of Education for Business, 93 (7), 323–331.
Supplementary files
|
1. Неозаглавлен | |
| Subject | ||
| Type | Other | |
Download
(B)
|
Indexing metadata ▾ | |
Review
Views:
13
Email this article 