TY - JOUR

T1 - Развитие субъектности студентов при взаимодействии с генеративным искусственным интеллектом: систематизация научных представлений

AU - Гнедых, Дарья Сергеевна

AU - Бордовская, Нина Валентиновна

AU - Кошкина, Елена Анатольевна

AU - Посохова, Светлана Тимофеевна

AU - Хромова, Марина Анатольевна

AU - Исхакова, Мария Павловна

PY - 2025/10/4

Y1 - 2025/10/4

N2 - Introduction. The educational activities of students are currently undergoing significant changes due to the active integration of generative artificial intelligence into the learning process. The academic community is concerned that these technologies may not only diminish students’ cognitive abilities but also undermine their role as active participants in educational activities. Consequently, it is important to develop a model of interaction between students and generative artificial intelligence that supports the preservation and enhancement of their agency. This approach will enable the management of the currently spontaneous interactions between students and neural networks, making the process purposeful, controlled, and focused on the personal development of students. Aim. The present study aimed to conduct a systematic analysis of scientific perspectives on student subjectivity and its interaction with generative artificial intelligence. Methodology and research methods. The aim was achieved through the following methods: analytical literature review and systems analysis. Results. It was established that the theoretical basis for developing a model of developmental interaction between students and generative artificial intelligence comprised the fundamental characteristics of interaction as an interdisciplinary category, alongside the qualities of the subject related to autonomy, awareness, and the ability to self-regulate and self-organise activities. Scientific novelty. The interaction of students with generative artificial intelligence is regarded not only as a means to enhance educational outcomes but, above all, as an opportunity to develop the student’s personal qualities. Practical significance. The materials presented in this article may be utilised by practitioners in the fields of pedagogy and educational psychology to develop programmes for the psychological and pedagogical support of students. Furthermore, a theoretical review and systematic analysis of the scientific literature on the concepts of interaction and subjectivity can be beneficial for conducting psychological research and teaching psychology courses.

AB - Introduction. The educational activities of students are currently undergoing significant changes due to the active integration of generative artificial intelligence into the learning process. The academic community is concerned that these technologies may not only diminish students’ cognitive abilities but also undermine their role as active participants in educational activities. Consequently, it is important to develop a model of interaction between students and generative artificial intelligence that supports the preservation and enhancement of their agency. This approach will enable the management of the currently spontaneous interactions between students and neural networks, making the process purposeful, controlled, and focused on the personal development of students. Aim. The present study aimed to conduct a systematic analysis of scientific perspectives on student subjectivity and its interaction with generative artificial intelligence. Methodology and research methods. The aim was achieved through the following methods: analytical literature review and systems analysis. Results. It was established that the theoretical basis for developing a model of developmental interaction between students and generative artificial intelligence comprised the fundamental characteristics of interaction as an interdisciplinary category, alongside the qualities of the subject related to autonomy, awareness, and the ability to self-regulate and self-organise activities. Scientific novelty. The interaction of students with generative artificial intelligence is regarded not only as a means to enhance educational outcomes but, above all, as an opportunity to develop the student’s personal qualities. Practical significance. The materials presented in this article may be utilised by practitioners in the fields of pedagogy and educational psychology to develop programmes for the psychological and pedagogical support of students. Furthermore, a theoretical review and systematic analysis of the scientific literature on the concepts of interaction and subjectivity can be beneficial for conducting psychological research and teaching psychology courses.

KW - generative artificial intelligence

KW - interaction

KW - students

KW - subject

KW - subjectivity

UR - https://www.edscience.ru/jour/article/view/4621

UR - https://www.mendeley.com/catalogue/59030e42-3cd6-3355-bcf1-c241a27ba2ac/

U2 - 10.17853/1994-5639-2025-8-9-34

DO - 10.17853/1994-5639-2025-8-9-34

M3 - статья

VL - 27

SP - 9

EP - 34

JO - Obrazovanie i Nauka

JF - Obrazovanie i Nauka

SN - 1994-5639

IS - 8

ER -