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<article article-type="research-article" dtd-version="1.3" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xml:lang="ru"><front><journal-meta><journal-id journal-id-type="publisher-id">infojournal</journal-id><journal-title-group><journal-title xml:lang="ru">Информатика и образование</journal-title><trans-title-group xml:lang="en"><trans-title>Informatics and education</trans-title></trans-title-group></journal-title-group><issn pub-type="ppub">0234-0453</issn><issn pub-type="epub">2658-7769</issn><publisher><publisher-name>Publishing House Education and Informatics</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.32517/0234-0453-2025-40-2-5-15</article-id><article-id custom-type="elpub" pub-id-type="custom">infojournal-1259</article-id><article-categories><subj-group subj-group-type="heading"><subject>Research Article</subject></subj-group><subj-group subj-group-type="section-heading" xml:lang="ru"><subject>КОНКУРС ИНФО-2024</subject></subj-group><subj-group subj-group-type="section-heading" xml:lang="en"><subject>INFO-2024 CONTEST</subject></subj-group></article-categories><title-group><article-title>Образовательный аудио- и видеоконтент в практике работы преподавателя вуза: интеллектуальные инструменты и подходы к разработке и реализации</article-title><trans-title-group xml:lang="en"><trans-title>Educational audio and video content in the practice of university lecturers: Intelligent tools and approaches to development and implementation</trans-title></trans-title-group></title-group><contrib-group><contrib contrib-type="author" corresp="yes"><contrib-id contrib-id-type="orcid">https://orcid.org/0000-0002-3590-3053</contrib-id><name-alternatives><name name-style="eastern" xml:lang="ru"><surname>Токтарова</surname><given-names>В. И.</given-names></name><name name-style="western" xml:lang="en"><surname>Toktarova</surname><given-names>V. I.</given-names></name></name-alternatives><bio xml:lang="ru"><p>Токтарова Вера Ивановна, доктор пед. наук, доцент, первый проректор — проректор по стратегическому развитию, профессор кафедры прикладной математики и информатики, физико-математический факультет, Институт цифровых технологий, </p><p>г. Йошкар-Ола, Республика Марий Эл.</p></bio><bio xml:lang="en"><p>Vera I. Toktarova, Doctor of Sciences (Education), Docent, First Vice Rector — Vice Rector for Strategic Development, Professor at the Department of Applied Mathematics and Informatics, Faculty of Physics and Mathematics, Institute of Digital Technologies,</p><p>Yoshkar-Ola, The Mari El Republic.</p></bio><email xlink:type="simple">toktarova@yandex.ru</email><xref ref-type="aff" rid="aff-1"/></contrib><contrib contrib-type="author" corresp="yes"><contrib-id contrib-id-type="orcid">https://orcid.org/0000-0002-4726-8085</contrib-id><name-alternatives><name name-style="eastern" xml:lang="ru"><surname>Ребко</surname><given-names>О. В.</given-names></name><name name-style="western" xml:lang="en"><surname>Rebko</surname><given-names>O. V.</given-names></name></name-alternatives><bio xml:lang="ru"><p>Ребко Ольга Васильевна, аспирант по специальности «Методология и технология профессионального обучения», кафедра прикладной математики и информатики, физико-математический факультет, Институт цифровых технологий, </p><p>г. Йошкар-Ола, Республика Марий Эл.</p></bio><bio xml:lang="en"><p>Olga V. Rebko, Postgraduate Student in the Specialty “Methodology and Technology of Vocational Training”, Department of Applied Mathematics and Informatics, Faculty of Physics and Mathematics, Institute of Digital Technologies,</p><p>Yoshkar-Ola, The Mari El Republic.</p></bio><email xlink:type="simple">molochki@yandex.ru</email><xref ref-type="aff" rid="aff-1"/></contrib></contrib-group><aff-alternatives id="aff-1"><aff xml:lang="ru">Марийский государственный университет<country>Россия</country></aff><aff xml:lang="en">Mari State University<country>Russian Federation</country></aff></aff-alternatives><pub-date pub-type="collection"><year>2025</year></pub-date><pub-date pub-type="epub"><day>22</day><month>07</month><year>2025</year></pub-date><volume>40</volume><issue>2</issue><fpage>5</fpage><lpage>15</lpage><permissions><copyright-statement>Copyright &amp;#x00A9; Токтарова В.И., Ребко О.В., 2025</copyright-statement><copyright-year>2025</copyright-year><copyright-holder xml:lang="ru">Токтарова В.И., Ребко О.В.</copyright-holder><copyright-holder xml:lang="en">Toktarova V.I., Rebko O.V.</copyright-holder><license license-type="creative-commons-attribution" xlink:href="https://creativecommons.org/licenses/by/4.0/" xlink:type="simple"><license-p>This work is licensed under a Creative Commons Attribution 4.0 License.</license-p></license></permissions><self-uri xlink:href="https://info.infojournal.ru/jour/article/view/1259">https://info.infojournal.ru/jour/article/view/1259</self-uri><abstract><p>Стремительное развитие технологий искусственного интеллекта (ИИ) в сфере образования привело к возникновению таких инновационных подходов, как педагогика подкастов, микро- и нанообучение, использование цифровых аватаров. Интеллектуальные инструменты и сервисы обеспечивают персонализацию и инклюзивность обучения, повышают вовлеченность студентов и экономят время педагогов. Цель представленной в статье работы — исследование образовательного потенциала аудио- и видеоконтента в деятельности преподавателя высшей школы и современных интеллектуальных инструментов разработки и реализации такого образовательного контента.</p><p>Приведены классификации ИИ-сервисов для работы с аудио и видео, указаны достоинства и недостатки данных технологий. Рассмотрены технологии генерации аудиоконтента, включая синтез речи, клонирование голоса и музыкальное сопровождение. Описаны сервисы для обработки звука, такие как Lovo AI, Auphonic и др. Приведены примеры использования подкастов в учебной практике. Показаны возможности использования видео в обучении, включая создание цифровых аватаров, симуляций и анимаций. Рассмотрены интеллектуальные инструменты (D-ID, Elai.io и др.), которые упрощают создание образовательного видеоконтента. Особое внимание уделено роли цифровых аватаров в обучении, включая их применение для адаптации материалов к разным аудиториям.</p><p>Представлены результаты анкетирования преподавателей высшей школы — слушателей авторской программы дополнительного профессионального образования «Инструменты и сервисы искусственного интеллекта в работе педагога высшей школы», реализованной на базе Марийского государственного университета, — и тестирования сервисов генерации аудио- и видеоконтента, что позволило оценить их функциональность и практическую применимость. На основе эмпирических данных выявлено повышение готовности преподавателей использовать подкасты, видеоматериалы и цифровые аватары в своей работе. Отмечено, что генерация контента позволяет снизить временные затраты на подготовку материалов, обеспечивая при этом их качество. Подчеркнута необходимость обучения педагогов цифровым навыкам и их адаптации к использованию новых технологий.</p><p>Сделан вывод о необходимости развития цифровых компетенций преподавателей и методической поддержки их работы с инструментами ИИ для успешной цифровой трансформации образования.</p></abstract><trans-abstract xml:lang="en"><p>The rapid development of artificial intelligence (AI) technologies in the field of education has led to the emergence of innovative approaches such as podcast pedagogy, micro- and nano-learning, the use of digital avatars. Intelligent tools and services provide personalization and inclusiveness of learning, increase student engagement and save teachers’ time. The purpose of the work presented in the article is to study the educational potential of audio and video content in the activities of a higher education teacher and modern intellectual tools for the development and implementation of such educational content.</p><p>The article provides classifications of AI services for working with audio and video, and indicates the advantages and disadvantages of these technologies. The technologies of audio content generation, including speech synthesis, voice cloning and musical accompaniment, are considered. Audio processing services such as Lovo.AI, Auphonic, etc. are described. Examples of using podcasts in educational practice are given. The possibilities of using video in training, including the creation of digital avatars, simulations and animations, are shown. Intelligent tools (D-ID, Elai.io, etc.) that simplify the creation of educational video content are considered. Particular attention is paid to the role of digital avatars in education, including their use to adapt materials to different audiences.</p><p>The article presents the results of a survey of higher school teachers — students of the authors’ program of additional professional education “Artificial intelligence tools and services in the work of a higher school teacher”, implemented on the basis of the Mari State University — and testing of audio and video content generation services, which made it possible to evaluate their functionality and practical applicability. Based on empirical data, an increase in the willingness of educators to use podcasts, video materials and digital avatars in their work has been revealed. It is noted that content generation allows reducing the time spent on preparing materials, while ensuring their quality. The need to train teachers in digital skills and adapt them to the use of new technologies is emphasized.</p><p>The conclusion is made about the need to develop digital competencies of educators and methodological support for their work with AI tools for successful digital transformation of education.</p></trans-abstract><kwd-group xml:lang="ru"><kwd>цифровая трансформация образования</kwd><kwd>искусственный интеллект</kwd><kwd>генеративные нейросети</kwd><kwd>аудиовизуальный контент</kwd><kwd>учебные материалы</kwd><kwd>интеллектуальные сервисы и инструменты</kwd></kwd-group><kwd-group xml:lang="en"><kwd>digital transformation of education</kwd><kwd>artificial intelligence</kwd><kwd>generative neural networks</kwd><kwd>audiovisual content</kwd><kwd>educational materials</kwd><kwd>intelligent services and tools</kwd></kwd-group><funding-group xml:lang="ru"><funding-statement>Работа выполнена в рамках реализации Федеральной инновационной площадки Минобрнауки РФ «Модель непрерывной подготовки педагогов в новой цифровой реальности» (2021–2025 гг.).</funding-statement></funding-group><funding-group xml:lang="en"><funding-statement>The work was carried out as a part of the implementation of the Federal Innovation Platform of the Ministry of Science and Higher Education of the Russian Federation “Model of Continuous Training of Educators within New Digital Reality” (2021–2025).</funding-statement></funding-group></article-meta></front><back><ref-list><title>References</title><ref id="cit1"><label>1</label><citation-alternatives><mixed-citation xml:lang="ru">Koubaa A., Boulila W., Ghouti L., Alzahem A., Latif S. 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