vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2025-34-12-10-32vovr-5878Research ArticleСтатьиКреатив-партнёрство человека и ИИ: четвёртый формат образования?Creative Partnerships between Humans and AI: A Fourth Learning Format?https://orcid.org/0009-0006-9233-8894ВихроваЕ. Н.VikhrovaE. N.

Вихрова Екатерина Николаевна – канд. филол. наук, доцент департамента иностранных языков,

141701, г. Долгопрудный, Институтский пер., д. 9, стр. 3.

Researcher ID: MTF-7487-2025.

Ekaterina N. Vikhrova – Cand.Sci. (Philology), Associate Professor at the Department of Foreign Languages, 

9, bldg. 3, Institutsky lane, Dolgoprudny, 141701.

Researcher ID: MTF-7487-2025.

vikhrova.en@mipt.ruhttps://orcid.org/0000-0002-5931-0738ПетровскийВ. А.PetrovskyV. A.

Петровский Вадим Артурович – д-р психол. наук, член-корреспондент РАО, профессор, факультет социальных наук, гл. редактор журнала «Психология. Журнал Высшей школы экономики», 

101000, г. Москва, Кривоколенный пер., д. 3.

Researcher ID: L-7417-2015.

Vadim A. Petrovsky – Dr.Sci. (Psychology), Corresponding Member of the Russian Academy of Education, Professor, Faculty of Social Sciences, Editor-in-Chief of “Psychology. Journal of the Higher School of Economics”,

3, Krivokolenny lane, Moscow, 101000.

Researcher ID: L-7417-2015.

petrowskiy@mail.ruМосковский физико-технический институт (национальный исследовательский университет)РоссияMoscow Institute of Physics and Technology (National Research University)Russian FederationНациональный исследовательский университет «Высшая школа экономики»РоссияNational Research University Higher School of EconomicsRussian Federation20251001202634121032Copyright © Вихрова Е.Н., Петровский В.А., 20262026Вихрова Е.Н., Петровский В.А.Vikhrova E.N., Petrovsky V.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/5878

Статья посвящена анализу влияния образовательных форматов и технологий искусственного интеллекта на психологическое благополучие студентов. Рассматриваются особенности очного, онлайн- и гибридного обучения, а также их связь с динамикой тревожности и депрессивных тенденций, со стратегиями совладания со стрессом и рисками эмоционального выгорания.

Помимо различий, связанных с режимом обучения, фактором психологического благополучия является всё более активная интеграция ИИ-технологий в систему высшего образования, затрагивающая не только организационные аспекты, но и структуру взаимодействия участников образовательного процесса, влияющая на субъективное ощущение устойчивости и удовлетворённости обучением. В данном контексте обсуждается вопрос о том, может ли искусственный интеллект выступать посредником в снижении эмоционального напряжения, поддерживая процессы рефлексии и саморегуляции, или его широкое применение сформирует новые источники стрессогенности, включая усиление неравенства и неопределённости роли обучающегося. Сформулирована новая парадигма «креатив-партнёрства» между студентом, преподавателем и ИИ-агентом как особого типа образовательной связи. В качестве методологической базы используются три опорных линии: смыслометрия, мультисубъектность и алгебра рефлексивных высказываний. В качестве ориентира отдельно рассматривается концепт коммуникативного искусственного интеллекта (КомИИ). Показано, что включение креатив-партнёрства с ИИ в образовательный процесс выходит за рамки его инструментального применения и открывает возможности для развития самопонимания и рефлексии у студентов, создавая тем самым потенциальную основу «четвёртого формата» образования, ориентированного на поддержку психологической устойчивости.

В статье приводятся основные положения предложенной модели, обозначаются перспективы её эмпирической проверки, а также вопросы, связанные с этическими и педагогическими следствиями интеграции ИИ в образовательный процесс. Намечаются дальнейшие исследования, направленные на уточнение условий, при которых использование ИИ может способствовать поддержанию психологического благополучия студентов.

This paper examines the psychological well-being of university students across various learning formats (in-person, online, and hybrid) and reflects on the role artificial intelligence (AI) tools play in supporting this well-being. The paper analyzes the impact of the learning formats on the dynamics of anxiety and depression levels in students, on their coping strategies for academic stress and the risk of burnout.

In addition to differences related to the learning formats, the increasingly active integration of AI technologies into higher education is also becoming a factor of psychological well-being. This integration affects not only the modes of learning but also the structure of interactions between participants in the educational process and an individual’s subjective perception of resilience and learning satisfaction. In this context, it is essential to understand whether artificial intelligence can act as a mediator in reducing emotional stress, supporting reflection and self-regulation, or whether its widespread use may contribute to the emergence of new stressors, such as the exacerbated inequality and the uncertainty regarding the student’s role. A new concept of ‘creative partnerships’ between students, teachers, and AI agents is formulated suggesting a special type of educational connections. Meaningometry, multi-subjectness, and the algebra of reflexive statement constitute the three methodological pillars of the study. The concept of Communicative Artificial Intelligence (CAI) is considered as a foundational paradigm. It is shown that creative partnerships with AI incorporated in learning are not limited to their instrumental function, but rather open up opportunities for developing self-understanding and reflection skills in students, thereby creating the potential framework for a ‘fourth learning format’ focused on supporting psychological resilience.

The main features of the proposed model of creative partnerships are described, and prospects for its empirical verification, as well as ethical and pedagogical implications of integrating AI into the educational process, are discussed. Further research is outlined aimed at clarifying the conditions under which the use of AI can contribute to maintaining students’ psychological well-being.

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The authors declare that there are no conflicts of interest present.