Introduction of artificial intelligence and cyber paradoxes of digital didactics

Introduction: The presented article summarizes the results of several research papers devoted to predicting the development of education under the influence of the introduction of AI and digitalization tools, as well as problems of continuity at various levels of education. The research was based on the scientific hypothesis that the development of education under the influence of digitalization is a paradoxical and contradictory process, combining various, sometimes multidirectional trends.

Materials and methods: in the course of the research, methods of comparative analysis of domestic and foreign predictive developments, analysis of the practice of implementing AI tools in education, and a method for modeling various development scenarios were used.

Results: paradoxical phenomena (cyber paradoxes) have been identified in the processes of educational development under the influence of chaotic and purposeful implementation of AI tools: artificial intelligent systems designed to “unload” human cognitive activity are effective provided the subject has higher levels of development of thinking abilities and education; interaction with artificial intelligence requires from a person not only knowledge, skills and competencies, but also personal qualities that ensure ethical, aesthetic, cognitive, etc. features of working with AI tools; spontaneous processes of mastering and using AI tools prevail in the processes of introducing AI into education, which is the source of many uncontrolled risks; the didactic need for contact forms of the educational process increases in proportion to the expansion of the use of AI tools; digitalization and the introduction of AI tools into education requires teachers to master both digital and non-digital competencies, methodological, organizational and communicative.

Conclusions: the research results are applicable in the process of developing management solutions implemented during projects at various levels aimed at improving the effectiveness of the educational process expected from the introduction of AI tools.

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