vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2026-35-2-36-52vovr-6009Research ArticleСтатьиТрансформация образовательной субъектности студента университета в эпоху ИИ-технологийTransformation of University Students’ Educational Agency in the Era of AI Technologieshttps://orcid.org/0000-0003-1664-4153КонкольМ. М.KonkolM. M.

Марина Михайловна Конколь, д-р пед. наук, доцент, доцент кафедры

кафедра английского языка № 3

119454; пр-кт Вернадского, д. 76; Москва

Researcher ID: A-6358-2016

Marina M. Konkol, Dr.Sci. (Pedagogy), Assoc. Prof, Assoc. Prof.

English Language Department No. 3

119454; 76 Vernadsky ave.; Moscow

Researcher ID: A-6358-2016

m.konkol@my.mgimo.ruhttps://orcid.org/0000-0002-3080-7003ШишловаЕ. Э.ShishlovaE. E.

Екатерина Эдуардовна Шишлова, д-р пед. наук, доцент, профессор

кафедра педагогической культуры и управления в образовании

119454; пр-кт Вернадского, д. 76; Москва

Researcher ID: E-6730-2017

Ekaterina E. Shishlova, Dr.Sci. (Pedagogy), Assoc. Prof, Prof.

Chair of Pedagogical Culture and Management in Education

119454; 76 Vernadsky ave.; Moscow

Researcher ID: E-6730-2017

katerina.shishlova@mail.ruМосковский государственный институт международных отношений (университет) Министерства иностранных дел Российской Федерации (МГИМО МИД России)РоссияMoscow State Institute of International Relations (MGIMO University)Russian Federation2026040320263523652Copyright © Конколь М.М., Шишлова Е.Э., 20262026Конколь М.М., Шишлова Е.Э.Konkol M.M., Shishlova E.E.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/6009

   Интеграция генеративного искусственного интеллекта (ИИ) в образование актуализирует проблему сохранения человека в центре образовательного процесса. Традиционная цифровая компетентность студента, сосредоточенная на операционных навыках, не обеспечивает критическое и этически ответственное взаимодействие с ИИ.

   Целью исследования является обоснование принципов взаимодействия в системе «человек – ИИ», способствующих позитивной трансформации образовательной субъектности студента университета.

   Методологической основой выступают социокультурный и компетентностный подходы, согласно которым трансформация субъектности в образовательном процессе вуза социокультурно обусловлена и требует формирования у студентов метацифровой компетентности (МЦК). Теоретическую основу исследования составляют концепции распределённого познания в системе «человек – технология – среда» (Э. Хатчинс) и метапознания как рефлексии над собственным мышлением (Дж. Флейвелл). В результате исследования определены базовые измерения МЦК: герменевтическое, требующее интерпретации результатов ИИ с учётом их ограничений, и аксиологическое, указывающее на этически ответственное применение технологий. Обосновано положение о том, что метацифровые навыки позволяют преодолевать барьеры, препятствующие установлению партнёрского взаимодействия человека и ИИ в образовании. К вышеназванным барьерам отнесены: невозможность проследить логику получения результата ИИ, различие между человеческим пониманием смыслов и вычислительной обработкой данных, риски утраты критического мышления при чрезмерной опоре на технологию. В результате исследования определено понятие «образовательная субъектность» студента вуза и обоснованы принципы партнёрского взаимодействия с ИИ: критической рефлексии над результатами ИИ; диалога с системой для уточнения ответов; учёта культурных ограничений технологии;этической ответственности за выбор её использования.

   Новизна исследования состоит в обосновании новой цифровой компетентности метауровня, интерпретации её как средства позитивной трансформации образовательной субъектности, в разработке с учётом герменевтического и аксиологического измерений принципов партнёрского взаимодействия с ИИ.

   Практическая значимость заключается в том, что выделенные принципы могут быть положены в основу образовательных стандартов и педагогических практик в образовательном пространстве вуза.

   The integration of generative artificial intelligence (AI) into education brings to the forefront the issue of keeping the human at the center of the educational process. A student’s traditional digital competence, focused on operational skills, does not ensure critical and ethically responsible interaction with AI.

   The aim of the research is to substantiate the principles of interaction within the human-AI system that contribute to the positive transformation of a university student’s educational subjectivity.

   The methodological foundation is formed by the socio-cultural and competence-based approaches, according to which the transformation of subjectivity in the university educational process is socio-culturally conditioned and requires the development of students’ meta-digital competence (MDC). The theoretical framework of this study is built upon the concept of distributed cognition, which posits a cognitive system spanning humans, technology, and the environment (Hutchins E.), and the concept of metacognition, defined as the capacity for reflection on one’s own thought processes (Flavell J.). As a result of the research, the core dimensions of MDC are defined: the hermeneutic dimension, requiring the interpretation of AI outcomes with consideration of their limitations, and the axiological dimension, pointing to the ethically responsible application of technologies. It is substantiated that meta-digital skills allow overcoming barriers that hinder the establishment of partnership interaction between humans and AI in education. These barriers include: the inability to trace the logic of AI’s result generation, the disparity between human understanding of meaning and computational data processing, and the risks of losing critical thinking due to over-reliance on technology. The research defines the concept of a university student’s “educational subjectivity” and substantiates the principles of partnership interaction with AI: critical reflection on AI outcomes, dialogue with the system to clarify responses, consideration of the technology’s cultural limitations, and ethical responsibility for the choice to use it.

   The novelty of the research lies in substantiating MDC as a means for the positive transformation of educational subjectivity, defining its hermeneutic and axiological dimensions, and, based on them, developing principles for partnership interaction with AI.

   The practical significance is that the identified principles can form the basis for educational standards and pedagogical practices within the university educational space.

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