businessПутеводитель предпринимателяEntrepreneur’s Guide2073-98852687-136XJSC “Publishing Agency “Science and Education”10.24182/2073-9885-2023-16-3-57-62business-1751Research ArticleРЕГИОНАЛЬНАЯ И ОТРАСЛЕВАЯ ЭКОНОМИКАREGIONAL AND INDUSTRY ECONOMYИскусственный интеллект, возможности и ограничения его использования в образованииArtificial intelligence, opportunities and limitations of its use in educationТкаченкоЕ. Н.TkachenkoE. N.

кандидат исторических наук, доцент, кафедра истории государственного и муниципального управления

Москва

Cand. Sci. (Hist.), Assoc. Prof., Department of History of State and Municipal Administration

Moscow

Московский государственный университет им. М.В. ЛомоносоваРоссияLomonosov Moscow State UniversityRussian Federation2023300620231635762Copyright © Ткаченко Е.Н., 20232023Ткаченко Е.Н.Tkachenko E.N.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.pp-mag.ru/jour/article/view/1751

В статье рассмотрена проблема использования технологий искусственного интеллекта (ИИ) в образовательном процессе. На основе обзора зарубежных научных публикаций автором определена сущность искусственного интеллекта, возможности, которые он предоставляет как преподавателям, так и обучающимся в рамках образовательной практики. Отмечено, что компетенции в области искусственного интеллекта стали одним из важных технологических навыков двадцать первого века. Обладая компетенциями в области искусственного интеллекта, люди могут критически оценивать цифровые технологии в целом, эффективно общаться и сотрудничать с их помощью, а также использовать в качестве инструмента на рабочем месте и в домашних делах.

Автором представлена и проанализирована Европейская структура цифровой компетентности педагогов, базирующаяся на основе платформы DigCompEdu.

Сделан вывод о том, что искусственный интеллект может облегчить работу преподавателей, а учащимся — творчески решать образовательные задачи. При этом педагогам необходимо повышать свою педагогическую и технологическую компетентность, чтобы создавать соответствующие условия обучения, позволяющие максимально эффективно использовать те преимущества, которые дает искусственный интеллект.

The article considers the problem of using artificial intelligence (AI) technologies in the educational process. Based on a review of foreign scientific publications, the author defines the essence of artificial intelligence, the opportunities that it provides to both teachers and students in the framework of educational practice. It is noted that competencies in the field of artificial intelligence have become one of the important technological skills of the twenty–first century. Having competencies in the field of artificial intelligence, people can critically evaluate digital technologies in general, communicate and collaborate effectively with their help, as well as use them as a tool in the workplace and at home.

The author presents and analyzes the European structure of digital competence of teachers based on the DigCompEdu platform.

It is concluded that artificial intelligence can facilitate the work of teachers, and students can creatively solve educational problems. At the same time, teachers need to improve their pedagogical and technological competence in order to create appropriate learning conditions that make it possible to maximize the benefits that artificial intelligence provides.

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The authors declare that there are no conflicts of interest present.