Keyword: «digitalization of higher education»

The article describes the results of a study aimed at identifying student strategies in the use of artificial intelligence in the creation of term papers in pedagogy and determining the positive and negative effects of its participation in research work. The methodological basis of the study was a survey, mathematical processing of the empirical data obtained, and the precise Fisher criterion (for small samples). The results revealed students' interest in neural networks, which can significantly reduce the time spent on scientific and practical tasks at various stages of creating a course work on pedagogy. The author concludes that artificial intelligence is a powerful tool that can enhance students' research work under a number of conditions: combining it with traditional research and development methods, developing students' critical attitude to the results of generating AI responses to queries, as well as special training in AI techniques that ensure informed and ethical application of its results. The study highlights the relevance of transforming approaches to the organization of research and development in the context of digitalization of higher education.

This article examines the issue of rethinking student independent work in the context of the digitalization of higher education. It is shown that the literature typically discusses three topics separately: organizing work in the Moodle e-learning environment, the advantages of mobile learning, and updating university didactic models. In this separate approach, the digital environment is often used merely as a file storage and control channel, while student independent work is reduced to a set of disparate tasks. Based on an analysis of publications, a concept for a digital framework for independent work is proposed, in which independent activity is designed as a continuously supported cycle of five interconnected elements: target, navigation, activity-based, control-reflective, and mobile. The novelty of this article lies not in the description of a single platform, but in its proposal of a framework for designing a university course so that independent work becomes manageable, transparent, and pedagogically meaningful. The practical significance of this work lies in the potential application of this concept to the design of higher and continuing education courses.