Трансформация образовательного процесса в высшей школе под влиянием генеративного ИИ: опыт преподавателей
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Abstract
The article examines the impact of generative artificial intelligence (GII) on the educational process in higher education from the perspective of teachers. The results of an empirical study conducted on the basis of Tomsk State University (TSU), which was attended by teachers who completed a refresher course on the use of GII in professional activities, are presented. The study was conducted using a questionnaire method. The changes in teachers' awareness of GII, the frequency and purposes of its use, approaches to planning and conducting classes, interaction with students, as well as attitudes towards the introduction of GII in higher education were analyzed. The main difficulties and barriers faced by teachers when using GII are identified. It has been established that the introduction of GII leads to significant changes in the educational process, including improving the effectiveness of teachers, enriching the educational process, enhancing the personalization of learning and transforming the role of the teacher. The results of the study can be used to develop recommendations for the effective and ethical implementation of GII in the practice of higher education. The importance of systematic teacher training in working with GII and the creation of appropriate infrastructure in universities is emphasized.
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References
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