haedЧЕЛОВЕК И ОБРАЗОВАНИЕMAN AND EDUCATION1815-7041Federal State University of Education10.54884/1815-7041-2025-83-2-142-153haed-50Research ArticleОБРАЗОВАТЕЛЬНЫЕ СИСТЕМЫ И ТЕХНОЛОГИИEDUCATIONAL SYSTEMS AND TECHNOLOGIESГенеративный искусственный интеллект: трансформации в образовании, перспективы и динамикаGenerative artificial intelligence – transformations in education: prospects and dynamicshttps://orcid.org/0000-0002-8071-1616МухлаеваТ. В.MukhlaevaT. V.

Мухлаева Татьяна Всеволодовна – кандидат педагогических наук, старший научный сотрудник.

Москва

Tatiana V. Mukhlaeva – Candidate of pedagogical sciences, Senior researcher.

Moscow

tatianavm@mail.ruГосударственный университет просвещенияState University of Education20252408202502142153Copyright © Мухлаева Т.В., 20252025Мухлаева Т.В.Mukhlaeva T.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://haed.elpub.ru/jour/article/view/50

В статье рассматриваются последствия стремительного внедрения технологии генеративного искусственного интеллекта (ГИИ) в образование, происходящие в настоящее время и ожидаемые в ближайшие годы. С помощью всестороннего обзора академической литературы за 2023–2025 гг. иллюстрируется его широкомасштабное влияние на образование, прежде всего университеты. Обсуждаются возможности, представляемые ГИИ, и инициируемые им проблемы, связанные с трансформацией учебных программ, ролью преподавателей, систем оценивания в образовании; анализируются потенциальные угрозы академической честности, проблемы конфиденциальности, распространение дезинформации. В контексте масштабности влияния ГИИ на образование разграничиваются два подхода, один из которых условно может быть отнесён к эволюционному, второй – к более радикальному, носящему революционный характер. Делается вывод о том, что с позиций второго подхода системы образования в настоящее время находятся в начале точки отсчёта принципиально нового функционирования в условиях колоссальных изменений, вызванных нарастающей «гегемонией» генеративного искусственного интеллекта; предстоит изменение не отдельных технологий, но самой парадигмы системы образования.

The article examines the consequences of rapid introduction of generative artificial intelligence (GAI) technology in education, which are currently taking place and expected in the coming years. Using a comprehensive review of the academic literature for 2023-2025, its wide-ranging impact on education, especially universities, is illustrated. The possibilities presented by the GAI and the problems it initiates related to the transformation of curricula, the role of teachers, and assessment systems in education are discussed; potential threats to academic integrity, confidentiality issues, and the spread of misinformation are analyzed. In the context of the scale of the GAI influence, two approaches are distinguished, one of which can be classified as evolutionary, while the second is more radical and revolutionary in nature. It is concluded that from the standpoint of the second approach, education systems are currently at the starting point of their fundamentally new functioning in the context of colossal changes caused by the growing “hegemony” of generative artificial intelligence; what is ahead is not a simple change of individual technologies, but of the paradigm of the education system.

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The authors declare that there are no conflicts of interest present.