Aleksandr G. Bermys

The use of artificial intelligence technologies and neural networks for educational purposes is a current trend. Since the launch of the Chat-GPT chatbot in November 2022 by OpenAI, which is a large language model as a type of generative artificial intelligence, educational researchers, psychologists and representatives of other fields of humanities and natural sciences from different countries have turned to the analysis of technological functions, didactic potential, advantages, disadvantages and risks of its practical application. The number of studies on this topic is steadily increasing every year. The aim of the publication is to identify pedagogical, linguodidactic and psychological conditions for the effective and safe use of Chat-GPT in the higher education system. The leading methodological approaches that the authors relied on are a systemic approach, an express review and critical analysis of scientific sources, as well as elements of bibliometric analysis. 150 publications of Russian and foreign authors covering a variety of issues and the scale of use of this chatbot in the field of education gave the material for the review. As a result, the strengths and weaknesses, opportunities and threats of using Chat-GPT as an educational technology were identified. The novelty of the study lies in the fact that for the first time, based on the analysis of a large volume of the latest scientific sources (2023-2024), the opinions of foreign and Russian educators regarding the risks of using neural networks in education were systematized, and recommendations were proposed for optimizing educational activities through the use of chatbots with generative artificial intelligence in university practice. The theoretical significance of the study lies in the generalization and classification of key problems associated with the implementation and testing of Chat-GPT in the educational process, as well as in the description of a number of significant pedagogical, linguodidactic and psychological factors that can prevent or eliminate the negative consequences of using chatbots and other neural networks in higher education. From a practical point of view, the article is of interest to educational researchers and representatives of the management level in the field of education, as well as to a wide pedagogical and academic audience interested in the implementation of the latest information and communication technologies and the promotion of the digital transformation of education and science.

One of the urgent tasks of pedagogical science is the need to formulate and theoretically substantiate the tasks of applied communication in education as a new branch of pedagogical knowledge, which object of reflection is the process of social communication in the sphere of pedagogical discourse. The authors present an interdisciplinary psychological and pedagogical study, aimed to highlight the opportunities of developing the key components of journalism majors’ social intelligence by means of language disciplines using communicative language education techniques. Based on a review of domestic and foreign psychological and pedagogical literature, methodological approaches to understanding social intelligence are classified, the most popular structural models of general and social intelligence are described, the main features of social intelligence formation at the stage of adolescence and early maturity are observed. It has been proved that in the field of journalism social and communication skills are not only universal, but they are also professionally necessary, therefore, it is necessary to fully use the communicative potential of language disciplines for their development in the context of higher education, since any language is ontologically rooted in culture, society and the human psyche. The authors enumerate didactic techniques that make it possible to effectively form the key components of students' social intelligence – communication skills, intercultural tolerance, empathy, social sensitivity, metacognitive skills, the ability to work in a team, etc. They described didactic opportunities for the development of social and communication skills of undergraduate students with the use of practice-oriented training course on the meta-subject basis “Professional English for Journalists. Levels B1-B2 ". The article presents the results of a psychological and pedagogical experiment, which confirmed the effectiveness of social and communicative skills formation among first- and second-year undergraduate students of the Faculty of Journalism in the process of foreign language training. On the basis of empirical data, the indirect relationship between the positive dynamics of changes in the sociometric status of students, as an indicator of social intelligence, and the introduction of meta-disciplinary educational technologies into the educational process has been experimentally confirmed and conceptually substantiated. In practical terms, the materials of the article can be useful for teachers of humanitarian and language disciplines, psychologists, graduate and postgraduate students in pedagogical areas of training.