Keyword: «digitalization of education»

The paper overviews practices of using AI-powered services by schoolteachers and faculty in their professional activities. The objective of the research is to analyze modern practices of using AI tools by Russian and foreign teachers of secondary and higher education and to identify the potential for scaling advanced solutions for Russian education system. To achieve this, the authors conducted systematic analysis of corresponding research papers, content analysis of regulatory documents, as well as comparative analysis of practical cases on the research issue. The analysis results indicate a trend of transition from the use of mono-functional AI services for solving separate educational tasks to the development and implementation of complex AI systems. The response for AI educational systems is aimed at ensuring personalization of learning based on learning analytics and teaching support (production of educational content, automation of assignment checking and feedback). Against this background, different countries observe asymmetric development of digital educational environment. The authors conclude that the reasons for the different intensity of AI tools use across countries are low level of AI literacy of teachers and their insufficient methodological support. Differences between Russian and foreign practices of implementing AI tools consists in different thematic focuses: the foreign context emphasis compliance with ethical standards, while the Russian context considers improving usability of AI–powered services. The theoretical significance of the research lies in the systematization and assessment of the didactic potential of AI tools. The practical significance is based on the fact that the research results allow the teaching community to discover the advantages and reflect on the challenges and risks when working with AI tools in classrooms.

The article focuses on the problem of effective utilization of neural networks in foreign language education for students enrolled in humanities programs at higher education institutions. It analyzes the positive and negative aspects of implementing artificial intelligence (AI) technologies and identifies key factors that determine their efficacy. Based on content analysis of scholarly works, student surveys (N=158), and synthesis of pedagogical experience, the study develops principles and methodological strategies for integrating AI into the educational process. The findings reveal that deliberate use of neural networks –grounded in principles of complementing traditional methods, pedagogical oversight, and professional orientation – enhances foreign language competence by 63% compared to unsystematic application. The research concludes that a balanced approach is essential, one that accounts for the unique nature of humanities disciplines and prioritizes the development of critical professional competencies.

The relevance of the study is due to the rapid introduction of artificial intelligence (AI) technologies in the educational sphere. At the same time, the issue of using AI in rural schools remains insufficiently studied. This problem is of particular importance in the context of the Republic of Sakha (Yakutia), where geographical remoteness and digital inequality create additional barriers to technological modernization of education. The issue of rural teachers' readiness to use these technologies remains unresolved despite the recognized potential of AI for personalizing learning and automating routine tasks. The aim of the study is to identify the level of readiness of teachers in rural schools of the Republic of Sakha (Yakutia) to use AI technologies in their professional activities. The work uses a combination of methods: analysis of theoretical sources, a survey of 345 teachers from 52 rural schools, testing the level of knowledge about neural networks, as well as methods of mathematical statistics for data processing. The main results of the study revealed a contradictory situation: 78% of teachers do not use AI in their work, while 36% express their interest in courses on neural networks. The survey results show a split in opinion about the usefulness of AI, with 47% in favor and 53% opposed. Additionally, there is a cautious attitude towards its use by students (40% strongly against). At the same time, teachers see the practical benefits of AI for drawing up lesson plans (32%), creating assignments (27%) and assessing (18%). Testing revealed a knowledge deficit: 89% of teachers are not familiar enough with neural network technologies. Based on the data obtained, a four-module advanced training program was developed, including: 1) AI basics, 2) application for lesson preparation, 3) assessment tools, 4) professional development of teachers. The program is implemented remotely with a practice-oriented approach and provides for the creation of a bank of methodological recommendations. The theoretical significance of the work lies in the systematization of knowledge about the capabilities and limitations of AI use in rural schools, as well as in the development of conceptual approaches to teacher training. The practical value of the study is manifested in the creation of an adapted advanced training program that can be adapted and expanded to other regions, taking into account local specifics. Prospects for further research include monitoring the effectiveness of the program implementation, studying the long-term impact of AI on the quality of education, and developing methodological recommendations for the use of AI technologies in the teaching practice of rural teachers.

The relevance of the research is determined by the need to improve the quality of legal education in the context of the digital transformation of society and the state. In today's world, the legal literacy of the population plays a crucial role in the development of civil society and strengthening of the state. Therefore, it is essential to develop an integrated legal education system that can train highly qualified professionals in the field of law. The aim of the research is to create a comprehensive model for updating legal education that takes into account the demands of the digital era. The study aims to identify effective methodological approaches for organizing the learning process in legal education. The methodological basis of the research includes an analysis of traditional and innovative instruction methods, an integrative approach to the organization of legal education, as well as a synthesis of classical pedagogical technologies with modern digital tools. Special attention is paid to the study of cognitive, axiological, and pragmatic components of legal education. The main results of the study demonstrate the effectiveness of an integrated approach to organizing legal education based on the integration of multimedia technologies, interactive forms of learning, and practice-oriented methods. The key components of the formation of legal culture and legal awareness among students are identified. The theoretical significance of this work lies in the development of a methodology for legal education that clarifies the theoretical foundations for the development of individual's legal culture in the context of widespread digitalization. The author proposes a conceptual model for integrating traditional and innovative teaching methods in legal education. The research has practical significance in developing specific recommendations to improve the educational process and introduce modern educational technologies. The results can be applied in curriculum development, methodological materials, and the practical work of educational institutions.

In the context of the rapid development of digital technologies, not only the forms and methods of teaching are changing, but also the requirements for the professional training of teaching staff. Digital pedagogical competence is becoming a key component of the professionalism of a modern teacher. The article discusses theoretical approaches to the definition of digital pedagogical competence, its structure and content, as well as effective conditions for the formation of this competence in the educational process.