Keyword: «аrtificial intelligence»

In recent decades, developments in the field of artificial intelligence have led to significant changes in education. Specialists taught the computer to independently perform complex tasks using algorithms built on the basis of self-learning. However, how can these technologies be useful in education? And how are they applied in this area already today? In this article we tried to find answers to these questions.

The relevance of the study is determined by the need to improve the effectiveness of foreign language competence development among students of non-linguistic technical universities in the context of the digital transformation of higher education. Although artificial intelligence technologies are being actively introduced into language instruction, most studies focus primarily on their instrumental capacities, while the mechanisms of their systemic pedagogical integration remain insufficiently elaborated. As a result, a gap persists between the potential of AI and the absence of models capable of ensuring the coordinated development of the cognitive, communicative, and operational components of foreign language competence. The aim of the study was to design and test a pedagogical model for the development of foreign language competence among students of non-linguistic technical universities based on the functional integration of artificial intelligence technologies into the traditional educational process. The methodological framework consisted of a longitudinal quasi-experimental design with repeated measurements (T0–T4). The study involved 120 students (experimental group – 69; control group – 51). Assessment was conducted using an analytical rubric, and statistical analysis included both parametric and non-parametric methods with Holm–Bonferroni correction. The findings indicate that implementation of the model is associated with a more pronounced positive dynamic in the development of foreign language competence compared to traditional instruction (p < 0.01). A shift in its developmental trajectory was identified, encompassing adaptive, integrative, and productive phases. Functional differentiation of AI roles–dialogue partner, adaptive trainer, intelligent co-author, personal tutor, and reflective tool–facilitates the coordinated development of competence components and enhances the manageability of educational dynamics. The scientific novelty of the study lies in substantiating a model in which artificial intelligence technologies are conceptualized as a means of structurally organizing learning activity rather than as auxiliary digital tools. Its theoretical significance consists in clarifying the principles of pedagogical integration of AI into the process of foreign language competence development. The practical significance is determined by the applicability of the model in designing language training for students of non-linguistic universities and in developing adaptive educational tools.