Generative artificial intelligence – transformations in education: prospects and dynamics
https://doi.org/10.54884/1815-7041-2025-83-2-142-153
Abstract
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.
About the Author
T. V. Mukhlaeva
State University of Education
Russian Federation
Russian Federation
Tatiana V. Mukhlaeva – Candidate of pedagogical sciences, Senior researcher.
Moscow
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For citations:
Mukhlaeva T.V. Generative artificial intelligence – transformations in education: prospects and dynamics. Man and Education. 2025;(2):142-153. (In Russ.) https://doi.org/10.54884/1815-7041-2025-83-2-142-153
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