Abstract
Due to the rapid development of information technologies, the use of digital solutions for educational purposes is becoming increasingly relevant and promising. This encourages the evaluation and development of new methods that provide a personalized approach to teaching and learning, including integration of artificial intelligence (AI) tools that can revolutionize education. However, the question of teachers’ qualifications regarding the use of AI tools in their pedagogical activities, especially in social and humanitarian disciplines, remains unexplored. Therefore, the research goal is to investigate the level of competence of teachers of social and humanitarian disciplines when using AI tools in educational activities which involves educating users about the capabilities, limitations and proper use of these tools, understanding how to benefit from AI and how to avoid misuse.
The article reveals the advantages and challenges of applying AI tools, and provides an analysis of some specifics when implementing various AI tools in social and humanitarian disciplines.
During the pedagogical experiment, the authors did not limit themselves to the use of the ChatGPT tool; the teachers had an opportunity to explore the features of a number of AI tools that contribute to lesson planning, and generate visual content, text materials, and tasks for them. The expediency of using various AI tools was experimentally verified. Advantages and significant disadvantages as well as subject nuances were determined in practice. In addition, the authors found out the current level of competence of teachers of social and humanitarian disciplines. At the control stage, the authors analysed and summarized the dynamics of the levels of formation of the indicators of teachers’ competence like awareness of the use of AI tools in educational activities; flexibility and ability to adapt when working with AI tools; assessment of confidence when implementing AI tools in educational activities.
The conclusions emphasize both the need for further study of the issues of using the educational potential of AI tools and the development of teachers’ digital competence, as well as the formation of a conscious understanding of the risks and limitations in this area by students and teachers.
References
Eurostat. Digital society statistics at regional level. 2023. [Online]. Available: https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Digital_society_statistics_at_regional_level. Accessed on: November, 24, 2023. (in English).
S. Kemp, “Digital 20233: Global overview report”. Databaseportal, 2023. [Online]. Available: https://datareportal.com/reports/digital-2023-global-overview-report . Accessed on November, 24, 2023. (in English).
A. Kyrpa, “Using Instagram social network when teaching English to students of senior school”, Information Technologies and Learning Tools, vol. 86, no. 6, pp. 52–69, 2021. doi: https://doi.org/10.33407/itlt.v86i6.4491. (in Ukrainian).
K. Haan and R. Watts (Ed.), “How businesses are using artificial intelligence in 2023”, Forbes Advisor. 2023. [Online]. Available: https://www.forbes.com/advisor/business/software/ai-in-business/. Accessed on November, 24, 2023. (in English).
Artificial Intelligence. Accenture. [Online]. Available: https://www.accenture.com/us-en/insights/artificial-intelligence-summary-index. Accessed on November, 24, 2023. (in English).
L. Chen, P. Chen and Z. Lin, “Artificial intelligence in education: A review”, IEEE Access. vol. 8, pp. 75264-75278, 2020. doi: https://doi.org/10.1109/ACCESS.2020.2988510. (in English).
D. Baidoo-anu and L. Owusu Ansah, “Education in the era of generative artificial intelligence (AI): understanding the potential benefits of ChatGPT in promoting teaching and Learning”, Journal of AI, 7 (1), pp. 52-62, 2023. [Online]. Available: https://dergipark.org.tr/en/pub/jai/issue/77844/1337500. Accessed on December, 14, 2023. (in English).
S. O. Podlasov and O. V. Matviichuk, “Application of ChatGPT in the teaching of Physics to bachelor’s students at a technical university”, Information Technologies and Learning Tools, vol. 97, no. 5, pp. 149–166, 2023. doi: https://doi.org/10.33407/itlt.v97i5.5374. (in Ukrainian).
Y. O. Sisilitsyn and V. V. Osadchyi, “Using ChatGPT in distance learning for beginners in programming”, Information Technologies and Learning Tools, vol. 97, no. 5, pp. 167–180, 2023. doi: https://doi.org/10.33407/itlt.v97i5.5277. (in Ukrainian).
Y. V. Shchavinsky, T. M. Muzhanova, Y. M. Yakymenko, and M. M. Zaporozhchenko, “Application of artificial intelligence for improving situational training of cybersecurity specialists”, Information Technologies and Learning Tools, vol. 97, no. 5, pp. 215–226, 2023. doi: https://doi.org/10.33407/itlt.v97i5.5424. (in English).
O. V. Spivakovsky, S. A. Omelchuk, V. V. Kobets, N. V. Valko, and D. S. Malchykova, “Institutional policies on artificial intelligence in university learning, teaching and research”, Information Technologies and Learning Tools, vol. 97, no. 5, pp. 181–202, 2023. doi: https://doi.org/10.33407/itlt.v97i5.5395. (in English).
I. M. Tsidylo and C. Esteve Sendra, “Artificial intelligence as a methodological innovation in the training of future designers: Midjourney tools”, Information Technologies and Learning Tools, vol. 97, no. 5, pp. 203–214, 2023. doi: https://doi.org/10.33407/itlt.v97i5.5338. (in English).
A. Alenezi, “Teacher perspectives on AI-driven gamification: impact on student motivation, engagement, and learning outcomes”, Information Technologies and Learning Tools, vol. 97, no. 5, pp. 138–148, 2023. doi: https://doi.org/10.33407/itlt.v97i5.5437. (in English).
T. Schmidt and T. Strasser, “Artificial intelligence in foreign language learning and teaching”, Anglistik, vol. 33, iss. 1, pp. 165–184, 2022. doi: https://doi.org/10.33675/ANGL/2022/1/14. (in English).
L. Viktorova, A. Kocharian, K. Mamchur and O. Korotun, “Artificial intelligence and chatterbots application in foreign language learning”, Innovative pedagogy, vol. 2, iss. 32, pp. 166-173, 2021. doi: https://doi.org/10.32843/2663- 6085/2021/32-2.33. (in Ukrainian).
A. Мelnyk, “The ChatGPT use in the professional training of prospective university English teachers”, Bulletin of the T. H. Shevchenko National University “Chernihiv Colehium”, vol. 177, no. 21, pp. 100-108, 2023. doi: https://doi.org/10.58407/visnik.232117. (in Ukrainian).
A. V. Krasulia and M. V. Turchyna, “Artificial intelligence tools applications: automated translation systems comparative analysis”, Philological Periodical of Lviv, no. 8, pp. 108-113, 2020. doi: https://doi.org/10.32447/2663-340X-2020-8.17. (in Ukrainian).
Z. Ali, “Artificial intelligence (AI): A review of its uses in language teaching and learning”, in 6th International Conference on Software Engineering and Computer Systems, Pahang, Malaysia, 2019. doi: https://doi.org/10.1088/1757-899X/769/1/012043. (in English).
M. Fokina, “The future of chatbots: 80+ chatbot statistics for 2023”, Tidio [Online]. Available: https://www.tidio.com/blog/chatbot-statistics/ . Accessed on: November 24, 2023 (in English).
N. Haristiani, “Artificial intelligence (AI) chatbot as language learning medium: An inquiry”, in Journal of Physics: Conference series, vo. 1387, International Conference on Education, Science and Technology, Padan, Indonesia, 2019. doi: https://doi.org/10.1088/1742-6596/1387/1/012020. (in English).
J. Kannan and P. Munday, “New trends in second language learning and teaching through the lens of ICT, networked learning, and artificial intelligence”. Círculo de Lingüística Aplicada a la Comunicación, vol. 76, pp. 13-30, 2018. doi: http://dx.doi.org/10.5209/CLAC.62495. (in English).
Merriam-Webster. Artificial intelligence. 2023. [Online]. Available: https://www.merriam-webster.com/dictionary/artificial%20intelligence Accessed on December, 14, 2023. (in English).
Britannica. Artificial intelligence. 2023 [Online]. Available: https://www.britannica.com/technology/artificial-intelligence. Accessed on December, 14, 2023. (in English).
S. U. Goncharenko, Ukrainian pedagogical dictionary. Kyiv: Lybid, 1997 [Online]. Available: https://cutt.ly/ZwA1pBYM. Accessed on December, 14, 2023. (in Ukrainian).
O. Moroz, Philosophical encyclopaedic dictionary. Kyiv: Abris, 2002. [Online]. Available: https://shron1.chtyvo.org.ua/Shynkaruk_Volodymyr/Filosofskyi_entsyklopedychnyi_slovnyk.pdf. Accessed on December, 14, 2023. (in Ukrainian).
B. Coppin, Artificial intelligence illuminated. Boston, MA, USA: Jones and Bartlett, 2004. [Online]. Available:https://futuresoft.yolasite.com/resources/Artificial%20Intelligence%20Illuminated.pdf. Accessed on December, 14, 2023. (in English).
A. Kyrpa, “Lowering the affective filter: strategies for teaching in challenging environments during war-time”, Pedagogy of creative personality formation in higher and general academic schools, no. 88, pp. 47-51, 2023. doi: https://doi.org/10.32840/1992-5786.2023.88.8. (in English).
E. Sabzalieva and A. Valentini, ChatGPT and artificial intelligence in higher education. Quick start guide. UNESCO. 2023. [Online]. Available: https://cutt.ly/wwbmJQa6. Accessed on December, 14, 2023. (in English).

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2024 Anna Kyrpa, Olena Stepanenko, Viktoriia Zinchenko, Tetiana Datsiuk, Iryna Karpan, Neonila Tilniak