Ethical boundaries of artificial Intelligence in military education: developing cybersubjectivity as a psychological and pedagogical task

Introduction. The digital transformation of military education actualizes the problem of ethical use of artificial intelligence (AI), which cannot be solved within the framework of traditional restrictive approaches based on external control and limitations. Purpose setting. The research aims to develop the concept of cybersubjectivity as a psychological and pedagogical alternative to external regulation and to identify practical ways of its formation in the educational environment of a military university. Methodology and methods of the study. The methodological basis was the subjective approach and the concept of psychological safety; methods of theoretical modeling, conceptual analysis and structural-functional design were used. Results. A structural-dynamic model of cybersubjectivity has been developed and presented as an integrative personality quality, including critical-reflexive, value-semantic, regulatory-volitional and constructive-activity components that ensure conscious and responsible interaction with AI. Conclusion. The necessity of transitioning from a control paradigm to a development pedagogy is substantiated, where the purposeful formation of cybersubjectivity becomes a key condition for the ethical use of technologies in military education. Practical guidelines 9for integrating the model into the educational process are defined.

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