THE USE OF GENERATIVE ARTIFICIAL INTELLIGENCE BY STUDENTS AND ITS IMPACT ON THE EDUCATIONAL PROCESS AND POSSIBLE RISKS

Abstract

The article is devoted to the study of the peculiarities of the use of generative artificial intelligence by students, the analysis of its impact on the educational process, and the identification of potential pedagogical risks associated with the use of modern AI tools in educational activities. The relevance of the study is due to the rapid spread of generative artificial intelligence models, which are increasingly being integrated into the educational environment and transforming traditional approaches to learning. The paper analyses contemporary scientific research on the use of artificial intelligence in education, particularly in the context of personalized learning, the development of digital competence, and the regulatory framework for the application of intelligent technologies. The empirical basis of the study is a survey of students aimed at identifying the frequency of use of generative artificial intelligence, priority software implementations, areas of its application in educational activities, and the level of trust in the results generated by AI. The results of the study showed a high level of prevalence of generative artificial intelligence among students and an increase in the intensity of its use. The most common applications are universal generative assistants for explaining educational material, preparing texts, presentations and multimedia content, as well as the use of AI tools in the process of teaching programming. At the same time, a number of pedagogical risks have been identified, including a decrease in the level of independence in performing educational tasks, the formalization of educational activities, the complication of compliance with the principles of academic integrity, and the uncritical use of the results of intellectual systems. The conclusion was made that a purely prohibitive approach to the use of generative artificial intelligence in the educational process is inappropriate, and the need for a pedagogically controlled model of its integration, aimed at developing digital competence and the responsible use of AI by students, was justified.