Ekaterina V. Sizova

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.

The development of emotional intelligence as one of the universal (soft) skills of future specialists is especially important for representatives of socionomic professions associated with social interaction and active communicative activities. Modern journalism belongs to this type of professions. Pedagogical experience shows that development of emotional intelligence among future journalists can be successfully carried out during their studies in higher education institutions. The discipline «foreign language» as a communicative socially oriented sphere of educational activities has a wide didactic potential in this context. The primacy in the study of emotional intelligence traditionally belongs to the psychological sciences, however, in recent years (2018-2022), representatives of the pedagogical community have also turned to the issues under consideration, although pedagogical studies on the topic under consideration are still few. The purpose of this publication is a theoretical substantiation of the possibility to develop the emotional intelligence of university students (in particular, journalism majors) by means of linguodidactic technologies in the process of mastering the sphere of professionally-oriented foreign language discourse by students. The leading methodological approach to interpreting the problem of developing the emotional intelligence of student journalists in a foreign language class was the combined use of pedagogical and linguistic approaches – the interdisciplinary, axiological, competence-based, linguocultural, and emotive ones. The author presents the results of a pedagogical experiment aimed at identifying the potentials of using linguodidactic methods in order to form the key emotional intelligence components of undergraduate students of the faculty of journalism in the process of foreign language learning. The study substantiates the connection between the emotional intelligence of a person and the development of language, speech, culture, and communication skills. The obtained theoretical conclusions and practical results can be useful for teachers-researchers, psychologists, instructors of language disciplines in higher school institutions, as well as for undergraduate and graduate students in the area of training «Journalism».

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.

The article analyzes the specifics, didactic opportunities and pedagogical features of the meta-subject approach implementation in the process of learning foreign languages by journalism majors (training area 44.03.02, bachelor degree level). The relevance of the study is determined by the need to modernize the journalistic education system due to new social trends and the needs of the information society, including the process of media convergence, the emergence of new types of public relations, the inclusion of journalists in the global media space, the system of various professional communities, wide social, political and cultural activities. The purpose of this study is to justify the methodology and describe the pedagogical conditions and practical techniques for the formation of meta-subject competences of journalism majors by means of foreign language training at the university. To achieve the goal of the study, the following theoretical and empirical methods were used: analysis, synthesis and classification of scientific and pedagogical information, questionnaires, testing, pedagogical experiment, elements of content analysis, and methods of statistical processing of experimental data. The main result of the study is the identification of those universal meta-competences of future journalists that can be effectively formed in the process of learning foreign languages at the university, which was confirmed in the course of the experimental work. The theoretical significance of the study lies in the description and classification of meta-subject competences necessary for working in the public sphere and including such key personal characteristics as communicative and managerial skills, leadership qualities, teamwork ability, self-organization ability, commitment, metacognitive competences, critical and analytical thinking, skills in working with information, etc. The positive results of the experimental work carried out on the basis of the faculty of journalism of the Kuban State University and aimed at the formation of meta-competences in the process of introducing metadisciplinary teaching technologies into the system of foreign language education are of practical importance.