Artificial intelligence in education: transformation of informational needs, cognitive autonomy and educational inequality in Russia and around the world

Abstract

The article is devoted to the impact of artificial intelligence on the educational process in Russia and foreign countries. The transformation of the information needs of education participants, the risks of reduced cognitive independence among students and the intensification of educational inequality due to unequal access to technologies, digital competencies, and pedagogical support are examined. It is shown that uncritical delegation of search, analysis, and creation of educational products to AI can debase the evidential value of educational outcomes and change the role of the teacher completely. The author concludes that countering the risks of uncontrolled AI implementation is possible by adhering to the principle of the fundamental subject triad, which includes self-awareness, self-determination, and strategic self-projection. In an educational environment this implies preserving the students’ independent cognitive activity, developing their ability for critical reflection and information assessment, as well as maintaining meaningful interaction between the teacher and the student. The conclusion is drawn that there is a need for human centered approach to AI use, in which technology serves as a means of development rather than a replacement for the subjectivity of participants in the educational process.