Artificial intelligence in education: social innovation or cognitive degradation?

Abstract

The concept of “artificial intelligence”, which is firmly entrenched in the information space of society, has received a positive connotation on all the platforms discussed and in government documents due to its technological nature and the orientation set by the creators towards a serene future for humanity. A quick search for the necessary information, personal mentor services at any time of the day, and the tempting prospect of getting rid of routine work quickly turned into the expectation of getting rid of any work at all. The appearance of the first versions of the GPT (Generative Pre-trained Transformer) chat has clearly demonstrated the demand for students to delegate learning tasks to artificial intelligence (AI), including creative ones. The ability of AI to process data arrays, bring to a common denominator and rationalize assessment systems, strengthen the control component, and create simulators close to real working conditions is certainly a worthy help in working with students of any level of education. However, the “side effect” is the loss of intellectual and creative abilities that make up the essence of human nature, which is reflected in the discourse of modern socio-humanitarian knowledge along with the problem of AI penetration into the educational space. Nevertheless, the process of introducing AI into human life, which has gained momentum around the world, cannot be stopped, but there is a chance that, understanding the risks and accepting the challenges, the pedagogical and expert community will find a solution that will allow for a certain balance between AI and humans, especially when it comes to children and youth. having sufficient cognitive plasticity.