The article describes a study of theoretical approaches to the creation and development of artificial intelligence systems from the perspective of the emerging psychosocial theory of information and information processes. Current theoretical and methodological aspects and directions for the development and use of such systems are examined, a few conditions that should be considered during their development are formulated, and the specifics of ensuring information security and mitigating emerging risks are discussed, as well as the use of artificial intelligence technologies in education.

The objective of this study is to identify areas and substantiate the feasibility of using the psychosocial theory of information and information processes to address the challenges of studying and creating information systems that implement or imitate certain functions of natural intelligence.

The article examines issues related to the construction and development of artificial intelligence systems solely within the framework of computer modelling of human cognitive (rational, conscious) capabilities.

Several key conclusions have been drawn. When developing artificial intelligence systems, it is methodologically correct to utilize the accumulated knowledge about the genesis of natural intelligence. Possible scenarios for the development of artificial intelligence systems, which may arise as a result of their development into self-learning and self-development capabilities, should be analysed. Requirements for the use of artificial intelligence systems must be detailed to ensure their effective and safe application in human activities.

In today’s world, there are changes caused by the development of digital technologies and their widespread implementation in all areas of socio-economic activity, which has a significant impact on the field of education. The process of digital transformation in education is multifaceted: in addition to the use of new digital technologies, it is necessary to implement fundamental changes in teaching approaches, ensuring the creation of a personalized, flexible, and results-oriented educational environment. This requires teachers to not only use digital technologies in their professional activities, but also to develop their own solutions that are fully focused on achieving specific educational goals for a particular student population.

In the context of such rapid development of digital technologies, it is important to train future specialists with digital skills at the stage of school education in 10–11th specialized psychological and pedagogical classes.

In this regard, there is a need to develop an innovative informatics education system that focuses on the deep transformation of educational activities, defining new approaches to the selection of methods, tools, and learning materials, etc., and stimulating the development of professionally significant abilities in future teachers by immersing them in solving real pedagogical tasks that require the active use of modern digital technologies, thereby ensuring continuity in the training of personnel for the modern education system. The article presents a model of a digital methodological system for teaching informatics in specialized psychological and pedagogical classes, outlines the conceptual foundations of its design based on an analysis of existing methodological systems of teaching, and provides a detailed description of its component structure, which contributes to the implementation of an educational program for

training future specialists, ensuring the unity and interaction of theoretical and practical training for graduates.

The research presented in the article continues the academic discussion on the integration of generative neural network models into the educational process, and their impact on established practices within the Russian higher education system. Over recent years, a substantial body of research has emerged, focusing on interaction with these algorithms in the context of scientific and applied tasks. However, the impact of artificial intelligence on educational programs for creative disciplines, which predominantly have a practice-oriented and project-based nature, is rarely addressed.

The article summarizes two years of project-based teaching experience with students from the Institute of Media and the School of Design at the National Research University Higher School of Economics (HSE University), aimed at developing their skills in interacting with graphic and language-based neural network models (Midjourney, Stable Diffusion, etc.). Through the implementation of educational programs, the necessity emerged to equip students with specific prompt engineering competencies, as well as to structure the workflow with generative algorithms and foster interdisciplinary cooperation. Particular attention is paid to applying an object-oriented approach and the “Double Diamond” creative design model, which help rationally distribute roles between human and algorithm, enhance creative design effectiveness, and preserve the leading role of the human in decision-making processes.

Additionally, the article addresses methodological aspects of documenting and identifying schemes for interaction with neural networks that facilitate result reproducibility and teamwork skills development. Introducing these approaches into the educational process not only equips students to become competitive specialists in the rapidly evolving technological context but also contributes to democratizing creative labor by lowering barriers to creating complex media products.

The purpose of the study presented in the article is to conduct a comprehensive theoretical analysis of pedagogical activity, revealing its essence as a specific meta-activity within the framework of a personality-oriented educational paradigm, and to describe a psychological and pedagogical mechanism for managing cognition that ensures the practical implementation of this concept.

The research methodology is based on the fundamental tenets of L. S. Vygotsky’s cultural-historical theory, the activity-based approach (A. N. Leontiev, V. V. Davydov), ideas of personality-oriented education (V. V. Serikov, I. S. Yakimanskaya), the concept of pedagogical activity as a meta-activity (V. I. Slobodchikov), and the theory of the professional-personal orientation of the teacher (N. V. Kuzmina). A systemic theoretical analysis was used to identify the essential characteristics and functional structure of pedagogical work.

The results of the study lead to a rethinking of pedagogical activity as a dialogic meta-activity based on subject-subject relationships. Its central goal is not direct management, but the design of an educational environment that initiates and supports the development of learner cognitive autonomy and agency. Three key functional stages of teacher activity are identified and described: motivational-orientational, design-executive, and reflective. A mechanism for managing cognition, including the creation of cognitive conflict and the organization of reflection, is substantiated. The potential application of the results relates to the development of curricula, teaching materials, and teacher training systems focused on implementing a personality-development approach.

The practical significance of the obtained results lies in providing teachers and educational organizations with a theoretically sound model of activity that bridges the gap between the declared goals of developing agency and actual educational practice. The model serves as a guide for restructuring teachers’ professional thinking, designing educational environments, and building pedagogical interactions based on the principles of facilitation and dialogue.

The value of the work is determined by its focus on a broad target group: researchers in the field of education, methodologists, university professors, and practicing teachers.

The novelty lies in its integrative approach to pedagogical activity as a dialectical unity of objective-technological and subjective-personal principles, where the teacher’s personal and value-based position is key to the effectiveness of any technology.

This work is of international significance, as the proposed rethinking of the teacher’s role aligns with global educational development trends aimed at developing autonomous, subjective, critically thinking, and socially responsible individuals.

The digital environment, saturated with platform services, algorithmic systems, and streams of heterogeneous information, is transforming educational practices and increasing demands on the quality of students’ work with data, sources, and digital channels of interaction. In these conditions, digital literacy ceases to be a set of technical skills and acquires the status of an integral educational competence that directly affects the effectiveness of learning and the sustainability of learning behavior.

The formation of digital literacy of students is necessary to ensure the conscious and safe use of digital tools, the development of critical thinking and learning autonomy, as well as the ability to make informed decisions in a situation of information uncertainty. With insufficient competence formation, the risk of uncritical borrowing of information, fragmented knowledge acquisition and cognitive overload increases, which reduces the quality of educational outcomes.

To analyze digital literacy as a systemic competence, an interdisciplinary theoretical and methodological approach has been applied using general scientific and special methods, including analysis and comparison of scientific interpretations, structuring of competence components and empirical and analytical assessment of its manifestations in educational activities. The empirical part of the study was carried out on the basis of educational programs of higher education (full-time and mixed forms); 186 students of 1–3d courses participated in the study. The results of the training tasks involving the search, selection, interpretation and presentation of digital information were used as data sources.

The results of the study allowed us to substantiate the evolution of approaches to digital literacy — from instrumental and technological understanding to a comprehensive cognitive and communicative model. The key components of digital literacy (information-analytical, critical-evaluative, communicative, regulatory and ethical) are highlighted, a level-by-level description of competence formation is proposed, and it is shown that the decisive factor is not formal ownership of services, but the quality of analytical strategies for working with digital data and sources.

Based on the results obtained, practical recommendations for the design of educational programs and assignments are formulated: the inclusion of tasks with mandatory verification of sources and data comparison, the use of real digital sources and visual analytics tools, the organization of reflection on digital actions, as well as the development of criteria for evaluating digital behavior and academic integrity.

The materials of the article are aimed at developers of educational courses and teachers and can be used in building an end-to-end model of digital literacy formation as an interdisciplinary learning outcome.

The article presents a theoretical analysis of the educational potential of autonomous AI assistants — systems based on large language models (LLMs) capable of independently searching, aggregating, and synthesizing information from open Internet sources upon user request. Unlike traditional search engines, such assistants (Perplexity AI, Microsoft Copilot) do not merely index pages but generate structured responses with source references, thereby transforming the nature of student interaction with the information environment.

A functional architecture of the autonomous AI assistant is proposed, considered in the context of student information search activities (query decomposition, source aggregation and attribution, clarifying dialogue). A comparative analysis of three classes of information support systems — traditional search engines, recommendation platforms, and autonomous AI assistants — is conducted according to criteria of system autonomy, level of cognitive support, and feedback characteristics. Pedagogical conditions for productive integration of autonomous AI assistants into the educational process are substantiated: a three-stage integration model (propaedeutic, instrumental, analytical) is formulated, key risks (uncritical acceptance of results, substitution of cognition with generation) and conditions for their minimization are identified. It is shown that the effectiveness of an AI assistant as a means of information support is determined not so much by the technical characteristics of the system as by the student’s information literacy level and critical evaluation skills, as well as by the presence of systematic pedagogical support.

The article examines the problem of improving the efficiency of educational process management at a university using the mathematical apparatus of Petri—Markov networks (PMN). The proposed model formalizes the key contradiction of the educational process — the “competition” between the fixed calendar time allocated by the curriculum for mastering a course and the stochastic nature of student learning. The article presents a hierarchy of models: from a basic PMN, describing the mastery of a single course by a single student, to a complex network simulating the academic performance of an entire student group throughout the entire period of study. The proposed learning function is the Erlang distribution, whose parameters vary to account for individual student characteristics and the quality of teaching. Based on the model, an algorithm for university management has been developed that allows for assessing the achievability of performance targets and planning corrective actions. The “Results” section presents an example of the algorithm’s application to the “Fundamentals of project activities” course, demonstrating the assessment of student readiness and the calculation of the probabilities of academic risks. It is shown that the use of PMN allows for a transition from reactive to proactive management based on forecasting and simulating various scenarios of the educational process.

The article presents an approach to modeling the structure of competencies based on data from curricula of higher education programs. This approach makes it possible to decompose a competency as an integrative educational outcome formed within the curriculum by a set of disciplines and their interdisciplinary connections. The approach was tested on the example of analyzing the structure of a general professional competency within the curricula of the enlarged field of study 09.00.00.

The developed approach enables a sequential analysis of educational outcomes: from identified groups of competencies within an educational program to visualizing the trajectory of a specific competency and a diagram of its constituent disciplines with an assessment of their relative contribution.

The approach is based on representing the structure of the competency as a weighted directed graph, where vertices correspond to the disciplines that form the competency, and edges represent interdisciplinary connections and reflect the continuity of competency development throughout the entire period of study. This modeling method allows one to trace the step-by-step transformation of knowledge, skills, and abilities from the beginning to the end of the educational program. The constructed graph model provides a clear visualization of the contribution of individual disciplines to the formation of a specific competency, identifies the “core” disciplines of the competency, and assesses the uniformity of their distribution across the training periods. A detailed analysis of the structure of the competency GPC-1 demonstrates the ability to trace the logic of its formation from fundamental mathematical and information disciplines in the initial courses to professional disciplines in the senior years.

The research’s instrumental framework includes methods of formalization and algorithmization, as well as Business Intelligence platform tools (Yandex DataLens) for integrating curriculum data, and the network analysis software package Gephi for visualizing graph models.

The developed approach may be of interest in the design and updating of educational programs, as well as in the construction of individual educational trajectories for students.

The rapid development of information and communication technologies and their use in the educational process have led to the necessity of improving teacher training in both digital skills and related pedagogical competencies. Due to the current situation, there is a need to study the experience of online resources for distance education of teachers in other countries of the world, which will help enrich the Russian practice of advanced training of teachers at all levels of education, and identify promising vectors for its development. 

The purpose of the article is to analyze the experience of organizing continuous distance education for teachers in France, where interesting developments have been accumulated over the past decade that can be used in domestic education. The methodological basis of the research was systematic, activity-based, competence-based, differentiated approaches. The materials for this study were based on information from scientific publications. Pedagogical journals, educational websites specializing in distance education for teachers of different levels of education published recommendations for teachers, working remotely and using ICT, and regulatory legal acts in the field of distance education. The article analyzes electronic educational resources that help French teachers improve their skills or gain new knowledge in a distance format. The functioning and content of digital platforms offered by various MOOCs are studied; the work of the University Pedagogy Service and Information and Communication Technologies for Education SUPTICE, the Center for Professional and Continuing Education, is analyzed; the M@gistère continuing education program, the Eduscol website, the Prim’ à Bord resource portal, the Canopé Network, the operator of continuous teacher training and education workers under the care of the Ministry of National Education of France, educational tools of the multinational corporation Google. The problems that should be eliminated in order to increase the effectiveness of continuous training of teaching staff are shown. The article concludes that the arsenal of distance continuous learning for teachers in France is quite diverse, it is a flexible form of professional knowledge expansion and provides a wide range of diverse educational materials. It was emphasized that continuing distance education programs are not the solution to all the problems that teachers have to face, passing on knowledge to their students in order to prepare them for life in a complex digital and rapidly changing world.

Virtual reality (VR) is increasingly considered as a tool for immersive language learning, yet its didactic potential in teaching Russian as a Foreign Language (RFL) at the pre-university stage has received almost no empirical verification. The aim of this study is to evaluate the effectiveness of VR technologies in developing the communicative competence of international students enrolled in a preparatory program. A quasi-experimental design was applied: the experimental group (n = 35) received instruction integrating VR scenarios within a virtual Russian-speaking city environment, while the control group (n = 33) followed a traditional curriculum. Diagnostics were based on adapted TORFL subtests (listening, speaking, reading, writing; scale 0–100) and a motivation questionnaire (7-point Likert scale, Cronbach’s α = 0.84). Results: the cumulative score gain in the experimental group was 26.1 points (Mdn) versus 13.9 in the control group (U = 276, p < 0.001, r = 0.45). The largest effects were observed in listening (r = 0.40) and speaking (r = 0.44); reading and writing showed smaller differences. Motivation for language learning increased significantly more in the experimental group compared to the control group (r = 0.42). The findings support a hybrid model in which VR scenarios complement but do not replace classroom instruction.

The informatization of natural science education in general education schools remains a challenge that requires not only technological provision but also pedagogically grounded integration of digital educational resources (DER) into the learning process. The article presents the results of a quasi-experiment conducted at two Moscow schools with 72 students in natural science profile classes. The experimental group (n = 37) worked with a set of DER comprising virtual laboratories, interactive simulations, and multimedia learning modules; the control group (n = 35) followed traditional instruction. A statistically significant increase in cognitive indicators was recorded in the experimental group: the median score gain was 4.0 versus 1.5 in the control group (U = 384, p < 0.01, r = 0.36). A survey revealed high perceived usefulness of DER (M = 4.21 on a 5-point scale) alongside a demand for methodological support from the teacher. Correlation analysis demonstrated a moderate positive relationship between DER usage frequency and final academic performance (rs = 0.41, p < 0.001). The results support a hybrid model combining DER with traditional laboratory practice.

Digital simulation tools — business simulators, spreadsheet-based models, and simulation modelling environments — are increasingly penetrating economic education, yet empirical evidence of their effectiveness for developing economic thinking remains fragmented and often contradictory. The purpose of the work presented in the article is to experimentally verify the impact of a set of digital simulation tools on undergraduate students’ economic thinking. A quasi-experimental design was applied: the experimental group (n = 34) studied economics using a business simulator, Monte Carlo spreadsheet models, and GeoGebra; the control group (n = 32) followed a traditional format. Assessment was conducted with the author’s Economic Thinking Test (ETT-24, four scales, Cronbach’s α = 0.84). The results showed a statistically significant advantage for the experimental group in the total score (U = 254, p < 0.001, r = 0.51) and in each of the four scales. The largest effect was found for the «Financial Modelling» scale (r = 0.44). A motivation questionnaire revealed higher engagement among the experimental group (U = 298, p < 0.001). Correlation analysis demonstrated a significant relationship between time spent in the simulator and economic thinking gains (rs = 0.58, p < 0.001). Didactic conditions for integrating digital simulations into economic education and study limitations are discussed in the article.

The digitalization of management activities creates a demand for professionals who simultaneously command project management methods and data analysis tools. Existing managerial training programs typically separate these competencies into distinct courses, reducing graduates’ readiness for evidence-based project management. The purpose of the study presented in the article is to evaluate the impact of integrating Data Science (DS) methods into a project management course on students’ project competencies. A quasiexperimental design was applied: the experimental group (n = 44) studied a course with predictive analytics, data visualization, and algorithmic risk assessment modules; the control group (n = 43) followed the traditional curriculum. Dependent variables: project solution quality (rubric 0–25, ICC = 0.89), data literacy (test 0–20), managerial decision quality (case test 0–15). Results: the experimental group demonstrated statistically significant superiority across all three indicators (r = 0.28–0.42, p < 0.01). The maximum effect was found in data literacy (r = 0.42). A significant correlation was found between data literacy and project solution quality (rs = 0.52, p < 0.001). The findings support an integrated teaching model in which Data Science tools are embedded directly into the project logic of the course rather than taught in isolation.