.png)
.png)
Email this article 
The problem of student’s responsibility in the context of digitalization of education
https://doi.org/10.20913/2618-7515-2024-3-2
Abstract
Introduction. The article discusses some socio-psychological problems related to the change in the subjectivity of the student as the main actor of educational practices.
Purpose setting. The purpose of this article is to discuss the acute problems of a student’s responsibility in the context of the emerging non-traditional nature of educational communications.
Methodology and methods of the study. The discussion is conducted within the framework of the methodological principles of cognitivism and social constructionism, which today determine the vector of research related to the impact of digitalization on educational practices.
Results. The thesis is updated that the change in the subjectivity of an individual (as a learning subject) in the context of convergence of AI applications in educational practices occurs in two main planes. The first of them is associated with the deformation (decrease) of student’s level of responsibility for performing educational practices «as specific learning actions». The second is that the determination of reducing responsibility is largely determined by the «moving»of the driver into the «comfort zone». In this zone, there is a «delegation»of choice and decision-making from the individual (subject, student) by AI application.
Conclusion. Against the background of issues related to the «reliability of solutions»offered by AI and the lack of «digital literacy», the possibility of self-identification of the student and the level of his responsibility (as a real subject of educational practices) can be clearly questioned and requires methodological and methodical reflection.
About the Author
S. I. ChernykhRussian Federation
Sergey I. Chernykh – doctor of philosophical sciences, associate professor, head of the department of history and philosophy
155 Nikitina Str., Novosibirsk, 630039
References
1. Holmes W., Bialik M., Fadel C. Artificial intelligence in education: promises and implications for teaching and learning. Moscow, Alpina Publisher, 2022, 301 p. (In Russ.).
2. Kuzminov Ya., Yudkevich M. Universities in Russia. How it works. Moscow, Izd. dom Vyssh. shk. ekonomiki, 2021, 614 p. (In Russ.).
3. Salmerón L., Altamura L., Delgado P., Karagiorgi A., Vargas C. Reading comprehension on handheld devices versus on paper: a narrative review and meta-analysis of the medium effect and its moderators. Journal of Educational Psychology, 2024, vol. 116, no. 2, pp. 153–172. DOI: https://doi.org/10.1037/edu0000830.
4. Duggan S. AI in education: change at the speed of learning: UNESCO IITE policy brief: transl. from Engl. Moscow, UNESCO Inst. for Inform. Technologies in Education, 2020, 44 p. (In Russ.).
5. Digital pedagogy: from didactics to pedagogical design: coll. of art. of the Intern. sci.‑pract. conf. UrGI Convention – 2023, Yekaterinburg, March 31 – Apr. 1. Yekaterinburg, Izd-vo Ural. un-ta, 2023, 151 p. (In Russ.).
6. Chetvertikova O. N. Transhumanism in Russian education. Our children as a commodity. 2nd ed., rev. Moscow, Kn. mir, 2021, 415 p. (In Russ.).
7. Chernykh S. I., Borisenko I. G. Digital technologies in education and their impact on changes in human capital. Filosofiya obrazovaniya, 2020, vol. 20, no. 3, pp. 5–20. (In Russ.).
8. Chernykh S. I. A few thoughts on the digitalization of education. Professional’noe obrazovanie v sovremennom mire, 2023, vol. 13, no. 4, pp. 598–599. DOI: https://doi.org/10.20913/2618-7515-2023-4-1. (In Russ.).
9. Uvarov A. Yu. The model of the digital school and the digital transformation of education. Issledovatel’/Researcher, 2019, no. 1–2, pp. 22–37. (In Russ.).
10. Toktarova V. I. Pedagogy in the digital age: structural and content analysis. Vestnik Mariiskogo gosudarstvennogo universiteta, 2022, no. 4, pp. 474–482. (In Russ.).
11. Shedran D. S. Pedagogy: teaching manual. Saratov, Saratovskoe obl. uchilishche (tekhnikum) olimp. rezerva, 2014, С. 183 p. (In Russ.).
12. Sudeiskaya A. Which is better – progressive or traditional education? Scientists have conducted a large study. Skillbox Media: website. URL: https://skillbox.ru/media/education/chto-luchshe-progressivnoe-ili-traditsionnoe- obuchenie-uchyenye-proveli-bolshoe-issledovanie/ (accessed 19.04.2024). Published 17.03.2023. (In Russ.).
13. Ekaterinchuk O. V., Tsiplakova Yu. V. Existential pedagogy and digital technologies in education. Tsifrovaya pedagogika: ot didaktiki k pedagogicheskomu dizainu: sb. st. Mezhdunar. nauch.‑prakt. konf. Konvent UGI – 2023, Ekaterinburg, UrFU, 31 marta – 1 apr. Yekaterinburg, 2023, pp. 7–10. (In Russ.).
14. Chereshnev E. Life form No. 4. How to remain human in the era of artificial intelligence. Moscow, Alpina Publisher, 2023, 482 p. (In Russ.).
15. Manikovskaya M. A. Digitalization of education: challenges to traditional norms and moral principles. Vlast’ i upravlenie na Vostoke Rossii, 2019, no. 2, pp. 100–106. (In Russ.).
16. Gasnikov A. Rector of Innopolis: «When artificial intelligence does everything, won’t we start to degrade?»: 10 theses by Alexander Gasnikov on the opportunities, dangers and revolution of large models. Biznes Online: website. URL: https://www.business-gazeta.ru/article/624989 (accessed 19.04.2024). Published 02.03.2024. (In Russ.).
17. Uimina O. I. Digital tools in education as a way of training qualified specialists. Tsifrovaya pedagogika: ot didaktiki k pedagogicheskomu dizainu: sb. st. Mezhdunar. nauch.‑prakt. konf. Konvent UGI – 2023, Ekaterinburg, UrFU, 31 marta – 1 apr. Yekaterinburg, 2023, pp. 11–16. (In Russ.).
18. Koenig G. The end of the individual. The adventures of a philosopher in the world of artificial intelligence. Moscow, Individuum, 2023, 352 p. (In Russ.).
19. Parisi L. Instrumental reason, algorithmic capitalism and the incomputable: transl. from Engl. Novoe literaturnoe obozrenie, 2019, no 4, pp. 169–181. (In Russ.).
20. Gudova M. Yu. Digital pedagogy as an integral part of the philosophy of education. Tsifrovaya pedagogika: ot didaktiki k pedagogicheskomu dizainu: sb. st. Mezhdunar. nauch.‑prakt. konf. Konvent UGI – 2023, Ekaterinburg, UrFU, 31 marta – 1 apr. Yekaterinburg, 2023, pp. 3–6. (In Russ.).
21. Scientists have stated that technologies are rapidly acquiring human qualities. Overclokers: website. URL: https://overclockers.ru/blog/amv212/show/142027/Uchenye-zayavili-chto-tehnologii-stremitel-no-priobretajut- chelovecheskie-kachestva (accessed 19.04.2024). Published 29.02.2024. (In Russ.).
22. Matsefuk E. A., Razbegaev P. V. Responsibility as a value: a theoretical aspect. Vestnik Volgogradskoi akademii MVD Rossii, 2014, no. 2, pp. 104–108. (In Russ.).
23. Lisanyuk E. N., Perov V. Yu., Markov B. V., Strebkov A. I., Sunami A. N. Philosophy of responsibility. Saint Petersburg, Nauka, 2014, 255 p. (In Russ.).
24. Park Y. IQ EQ DQ. New intelligence in the AI Age. Singapore, 2021, 226 c.
25. Chernykh S. I. Reflections on the «digital citizen». Problemy gumanitarnykh issledovanii: sb. Vseros. (nats.) nauch.‑prakt. konf., g. Novosibirsk, 29 noyab. 2023 g. Novosibirsk, 2023, pp. 123–129. (In Russ.).
26. Cited from: Fedorov D. AI agents of Bill Gates: how a new round in the evolution of computer technology will change a person’s daily life. 3Dnews: website. URL: https://3dnews.ru/1095851 (accessed 12.01.2024). Published 12.11.2023. (In Russ.).
27. Khopersky A. The next stage in the development of neural networks: what is interactive AI and why is it «smarter » than generative AI. RB.ru: website. URL: https://rb.ru/opinion/interactive-ii-vs-generative-ii/ (accessed 12.01.2024). Published 11.01.2024. (In Russ.).
Supplementary files
For citation: Chernykh S.I. The problem of student’s responsibility in the context of digitalization of education. Professional education in the modern world. 2024;14(3):383-391. https://doi.org/10.20913/2618-7515-2024-3-2
Refbacks
- There are currently no refbacks.
