Saint Petersburg, St. Petersburg, Russian Federation
UDC 37.018
CSCSTI 14.35
Russian Classification of Professions by Education 44.06.01
Russian Library and Bibliographic Classification 745
Russian Trade and Bibliographic Classification 3662
BISAC EDU015000 Higher
Introduction. The The current digital transformation of higher education is accompanied by the active introduction of artificial intelligence (hereinafter – AI) technologies. This fact makes it urgent to rethink the role of a learner as a subject of the educational process. The relevance of the research is determined by the contradiction between technological progress and the need to preserve the personal-active characteristics of students. The absence of scientifically based pedagogical models reflecting the influence of AI on the formation of the subject position of learners determines the scientific and practical significance of the carried-out research. Research purpose: theoretical substantiation and development of a multidimensional model for forming the subject position of students in the context of introducing artificial intelligence technologies into the digital educational environment of a higher education institution, as well as empirical verification of its effectiveness in the process of professional training of cadets. Methods. The methodological framework was based on system-activity, subjectoriented, axiological, and competency-based approaches. The methods used included theoretical analysis and modeling, questionnaires, pedagogical observation, formative experiments, and statistical data processing (Student's t-test). Results. A multidimensional model for forming the subject position of students has been developed and tested, including cognitive, motivational-value, regulatoryactivity, and technological components. Three levels of its development have been identified: reproductive, situational-autonomous, and integrative-subject. A test study has confirmed the effectiveness of the model: the proportion of cadets with an integrative-subject level has increased from 13.2% to 31%, indicating a growth in awareness, autonomy and reflectiveness. The results demonstrate the possibility of transitioning from technology-oriented digitalisation of education to subject-oriented digital pedagogy, where artificial intelligence becomes a tool for students’ personal and professional self-development.
subject position, digital educational environment, artificial intelligence, model of forming subject position of students in a digital educational environment, digital pedagogy
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