METHODS OF TEACHING HUMANITIES UNDER THE INFLUENCE OF ARTIFICIAL INTELLIGENCE: TEACHERS' PERCEPTION THROUGH THE LENS OF NEW OPPORTUNITIES
DOI:
https://doi.org/10.18623/rvd.v23.8519Keywords:
Pedagogical Practices, Educational Process, Didactics, Academic Integrity, Academic PerformanceAbstract
The article is devoted to the study of the practices and beliefs of humanities teachers at Russian universities in connection with the use of generative artificial intelligence (AI) in the educational process. With humanities being a heterogeneous block of disciplines, the question of whether disciplinary specificity determines teachers' perception of AI has only recently become a point of scrutiny. For the purposes of analysis, the disciplines were divided into two clusters: text-centric (philology and linguistics, history, and philosophy; n=58) and practice-oriented (pedagogy and psychology; n=36). The results indicate that the clusters are similar in the perception of institutional deficits but differ significantly in the use of AI and in its assessment as a didactic tool. Teachers of text-centric disciplines were much more inclined to use AI to generate assignments and work with texts, expressed more acute concern about threats to academic integrity, and yet more often saw AI as a potential heuristic tool.
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