ARTIFICIAL INTELLIGENCE AS A MEANS OF DEVELOPING STUDENTS’ CRITICAL THINKING

Abstract

The article examines the potential of artificial intelligence as a tool for developing critical thinking among university students, which is becoming particularly relevant in the context of the rapid spread of generative models capable of creating texts, analyzing data, formulating arguments and engaging in dialogue with the user. The article substantiates the position that artificial intelligence is not an independent source of critical thinking, since its use can both stimulate the intellectual activity of students and, on the contrary, provoke passive consumption of ready-made information, a decrease in cognitive independence and uncritical acceptance of erroneous judgments. It is shown that the developing effect of artificial intelligence is manifested mainly under the condition of its inclusion in specially organized educational activities involving verification of the reliability of information, comparison of alternative positions, identification of logical errors, reasoned refutation of false statements and a reflexive assessment of the results of interaction with the digital system. The main pedagogical conditions for the effective use of artificial intelligence are considered, as well as the risks associated with academic integrity, algorithmic bias, information dependence and weakening of the student’s position of authorship.