2026· Вестник Пермского университета Философия Психология Социология· pp. 280-289· 0 citations
Abstract
The article deals with implications of the rapid advancement of Large Language Models (LLM) for the understanding of the creative process using artificial intelligence (AI) and also discusses the new realities in the creative and educational spheres associated with it. The authors propose distinguishing creativity as a formal difference of a product from the already existing one, creativity as a modification of the system of expectations, and finally, creativity as critical and responsible generation of meaning. It seems that LLM are capable of generating formal novelty on their own. In addition, strictly as part of synthetic intelligence and in collaboration with humans, they can participate in changing the horizons of understanding and modifying expectations, as well as in the generation of meaning. However, unlike human, LLM are not capable of autonomous creativity of the second and third levels. Therefore, the effectiveness of LLM is associated with the synergistic effects of human-machine interaction. The authors formulate priority principles of the education system’s transformation in the context of the new digital reality. The current education system is poorly adapted to this new reality, and the skills necessary for “syntellectual activity” of humans and AI in the field of education are mainly formed in students and teachers spontaneously. It is necessary to consciously form and implement a system of principles for using LLM technologies in the educational process. The most important of these principles should be the principle of symbiosis and coevolution of humans and LLM, maintaining their distinctiveness as natural and artificial entities.
The rapid development of artificial intelligence (AI), particularly tools like ChatGPT, has significantly transformed digital content creation and creative writing. Traditionally viewed as a deeply human activity requiring imagination, emotion, and originality, creative writing is now increasingly supported by AI systems capable of generating coherent and stylistically diverse text. This paper examines ChatGPT’s role in shaping the future of creative writing by analyzing its applications, advantages, limitations, and ethical concerns. AI-assisted tools help writers with idea generation, plot development, drafting, and experimenting with different writing styles, improving both productivity and creativity. However, challenges such as originality, authorship, intellectual property, and overreliance on AI remain critical concerns. While AI can enhance the writing process, it may also impact traditional notions of creativity and human expression. The study concludes that the future of creative writing will likely involve a collaborative relationship between humans and AI. Rather than replacing human creativity, tools like ChatGPT act as supportive technologies that expand creative possibilities. Ethical and responsible use of AI will be essential to maintain authenticity and artistic value in literature as its role continues to grow in education, publishing, and digital storytelling.
Grace Ndlovu· International Journal of Inn...· 0 citations
Generative AI is transforming the conceptual development and design of text, images, music and video ideas and variations – both in terms of real time efficiency and cost. Not in the creative ability of humans, though, but of DED. The outcome of human's activity and what they feed into their personal life, the assessment of them, responsibility, the decision to communicate each other with the scale changes and transformations made by the machine. For a miniproj, the human centric approach is suggested and proposed for the content generation: co-creation and creativity. Our stages are: Framing of the brief, independent/humanased seed, articulation of alternatives, AI, getting it to mature, getting it approved then released to the learning outcomes. Clearly identifies who's responsible for each and every step, and all elements of the provenance ledger –the sources, what the consents are, the model(s), model version(s), prompts, candidates, the editor, and who's doing the reviewing of the edit and ledger disclosure persons. Please use the design in writing, visual communication, campaign ideas and for production of educational media. Issues of originality, relevance, voice, factuality and accessibility/efficiency now come into the picture when it comes to quality and release gates. Controlled prototype – same prototype compared to Human (or non-human) (or both) prototype and same set of Briefs and same experts used and blinded during evaluation. Only illustrative results (not necessarily experimental result) indicated to show the propose analysis. The least successful creative engagement is to have the partners develop a project or if following the ‘quick and post' route. It's a clear and incremental process in which each individual can maintain ownership of their own decisions about what to write and be ready to take responsibility for what they write, while the AI can offer them more avenues for exploration, faster iterations of revisions and test options.
Vinesh Tapre, Rohita Sharma, Nirupama Singh· International journal of com...· 0 citations
In the year 2026, a highly revolutionary period has commenced due to the fact that Artificial Intelligence was combined with language learning, which was led forward by educational institutions such as Universiti Teknologi MARA (UiTM) during the ICMAL 2026 conference. These modern technologies of Artificial Intelligence developed into very complex self-working helpers that work as individual talking companions for students because Artificial Intelligence uses deep data memory and many ways of communication so that language fluency can become faster. Even though this great technological jump brings high progress, academic integrity faces very heavy difficulties because of these changes. Many experts claim that the border line between the thoughts of the student and the text created by machines is disappearing while Artificial Intelligence changes from being a basic writing helper into a self-acting creator that produces long writings and deep academic papers. To reduce the power of generative AI, Universiti Teknologi MARA (UiTM) and other major global educational institutions are creating very strict system rules and "human-in-the-loop" protocols. Our current short paper investigates how to utilise the power of AI for language acquisition while the schools protect the moral rules and honest thinking which are highly required in the Malaysian and global educational landscape.
Z. Sumery, H. Sarijari, Siti Zarikh Sofiah Abu Bakar et al.· International journal of res...· 0 citations
Introduction. Along with rapid technological development and the growing role of artificial intelligence, the issue of the appropri ateness of its use in education becomes particularly relevant. The main issue that scientists and practitioners are trying to resolve concerns the optimal boundaries of the relationship between natural and artificial intelligence, the extent to which the use of neural networks for educational purposes is justified, and whether information progress will become a regress for learners.
Goal. The article aims to study the potential capabilities of humans in their relationship with artificial intelligence and to identify the specific features of their interaction within the educational process.
Materials and methods. The study employs system-activity, sociocultural, cognitive-behavioral, personal, and synergetic approaches, as well as the monographic method, analysis of scientific literature and regulatory legal documents, generalization, systematization, and abstraction.
Results and discussion. The transformational processes in the structural and systemic organization of natural intelligence serve as the starting point for technological innovations, creating a competitive dynamic between it and artificial intelligence. Humans are capable of thinking in ways similar to neural networks, but unlike the latter, they lack speed and power. The disadvantages of using artificial intelligence in the educational process are not offset by its advantages. Furthermore, the issue of insufficient development of regulatory legal acts concerning the operation and limits of artificial intelligence, as well as ethical norms for its application in education, remains relevant.
Conclusion. Based on the findings of this study, it can be concluded that the field of education is undergoing a stage of structural and semantic transformation. Educators, teachers, mentors, and learners are being assisted by neural networks, pre-trained transformers, and chatbots with generative artificial intelligence. The latter is becoming a direct competitor to natural intelligence and a potential threat to humans; however, its reasonable and safe application frees individuals from the routine search and processing of information, accelerates the process of data collection, and helps in reproducing and transforming data.
Unknown authors· Вестник Северо-Кавказского ф...· 0 citations
The rapid evolution of Generative AI (GenAI) has transformed the ways in which knowledge is created, shared, interpreted, and applied in organization and educational contexts. While earlier studies have often focused on the technical capabilities of GenAI or on the detection of synthetic content, less attention has been given to how these tools influence knowledge management processes at the individual and group levels. This study addresses that gap by examining how GenAI affects the production, transfer, validation, and use of knowledge among individuals and within collaborative settings. The aim of this study is to explore the current state of 'AI vs AI' by generating a dataset comprising texts, images, audio and video, utilizing a set of freely available AI tools. This pilot illustrative study was based on a two-stage strategy: in the first stage synthetic media was generated with different GenAI tools to mimic human creativity. A second stage, which involved a rigorous evaluation of AI-detection tools for each modality separately. Texts were created in three different GenAI tools and Images were prompted to mimic Renaissance paintings by Michelangelo and Raphael. Audio was generated with the purpose of mimicking interviews with the Renaissance painters. Videos, finally, were created to be deceptive deepfakes, placing persons in environments and situations where they never have been in real life. Findings provide a comparative analysis of tools' accuracy and false-positive rates that could act as valuable guidelines in the increasing flood of AI-generated content. This research contributes to the growing discussion on how organizations and institutions can manage the opportunities and risks associated with GenAI in knowledge-intensive environment. The study highlights the need for critical AI literacy, transparent knowledge practices, and governance mechanisms that ensure the responsible integration of GenAI into individual and collaborative knowledge work.
Anastasiia Iufereva, Peter Mozelius· European Conference on Knowl...· 0 citations
Artificial intelligence (AI) has emerged as one of the most influential technological innovations in contemporary education, significantly transforming language learning and teaching processes. This study provides a comprehensive overview of the use of artificial intelligence in language learning, examining its pedagogical foundations, applications, advantages, and challenges. The study first discusses major theories of language acquisition and language teaching approaches, highlighting the evolution of technology-assisted language learning. It then explores the role of AI-powered tools and applications in supporting language acquisition through personalized learning, real-time feedback, speech recognition technologies, virtual and augmented reality environments, and gamified learning experiences. The findings of the reviewed literature indicate that artificial intelligence enhances learner engagement, motivation, and language proficiency by adapting instructional content to individual needs and providing continuous support throughout the learning process. However, concerns related to data privacy, technological dependence, and the limited ability of AI systems to replicate human interaction remain important challenges. The study concludes that artificial intelligence should be viewed as a complementary educational tool rather than a replacement for teachers. Future developments in AI technologies are expected to further enrich language learning environments and contribute to more effective, accessible, and learner-centered language education.
Turkan Ismayilli , Javid Babayev, Hasan Alisoy· Journal of Azerbaijan Langua...· 0 citations
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