Olga S. Jerebkina

The relevance of the study is driven by the need for a methodological transformation of the foreign language teacher's instructional toolkit in response to the expansion of generative AI technologies (GAIT) into educational practice. Of particular significance is the challenge of bridging the gap between the potential of GAIT (automated content generation) and real pedagogical tasks related to designing individual learning trajectories and achieving planned educational outcomes. The aim of the study is to identify, systematize, and analyze the specific features of using GAIT for lesson planning, as well as to determine the methodological conditions for their effective integration into the professional activity of the teacher. The leading approach employed was functional-didactic analysis, combining a critical evaluation of automatically generated materials with a comparative analysis of traditional and automated planning. The methodological framework comprised theoretical analysis of domestic and international publications, prompt content analysis, pedagogical observation, expert assessment of AI-assisted developments, and process mining for reconstructing temporal patterns of teacher–GAIT interaction. The results demonstrate that generative neural networks optimize the preparation of standard didactic materials but remain limited in terms of accuracy, structural coherence, and responsiveness to the cognitive characteristics of the learner group. Scientific novelty lies in substantiating three key features of using GAIT in the EFL context for planning: (1) the shift from the function of a "ready-made lesson plan generator" to that of an "intelligent assistant–companion"; (2) the necessity of developing critical prompting competence in teachers as a new professional skill; and (3) the identification of a methodological risk zone associated with substituting pedagogical design for statistical prediction of textual sequences. Theoretical significance consists in advancing scholarly understanding of the applicability boundaries of GAIT in didactics: the study contributes to refining the concept of "methodological expediency" with regard to automated planning. Practical significance is manifested in providing teachers with a system of practical recommendations for the safe and productive use of GAIT– ranging from algorithms for composing effective prompts to criteria for verifying generated educational materials. The methodological conditions proposed in the study make it possible to minimize didactic risks and transform GAIT from a tool for "reducing time expenditure" into a means of enhancing the variability and quality of lesson planning.

The relevance of scientific research is due to the need to introduce and use digital technologies in the educational environment of the university. This involves developing effective methodological support. In addition, the importance of visualization when learning foreign languages is the subject of special teacher’s attention. One of the modern tools for effective methodological support can be the technology of immersive sand animation, aimed at developing foreign language emotive competence of master's program students in the educational environment of the university. The purpose of the study is to present the didactic aspect of introducing the author's technology of immersive sand animation using applied artificial intelligence as a tool for developing foreign language emotive competence of master's program students in the educational environment of the university. The scientific novelty lies in the fact that the technology of immersive sand animation using applied artificial intelligence as a tool has been proposed and implemented to promote the development of foreign language emotive competence of master's program students in the educational environment of the university. The study attempts to clarify the terms “immersive sand animation”, “applied artificial intelligence”, “foreign language emotive competence”. The didactic potential of using immersive sand animation technology using applied artificial intelligence has been identified. The content of foreign language emotive competence is formulated. The practical significance lies in the fact that the technology of immersive sand animation has been proposed and implemented using applied artificial intelligence as a tool that promotes the development of foreign language emotive competence of master's program students in the educational environment of the university. A set of problem-oriented cases has been developed and integrated in order to develop foreign language emotive competence. The structural and content characteristics of a foreign language emotive competence of master's program students are analyzed. An algorithm for organizing work on the development of foreign language emotive competence of master's program students using a set of specialized stimulating cases is proposed. The use of immersive sand animation technology using applied artificial intelligence contributes to the development of foreign language emotive competence of master's program students.