IMPLEMENTATION OF PEDAGOGICAL CONDITIONS FOR THE FORMATION OF AI LITERACY OF STUDENTS OF HIGHER PHILOLOGICAL EDUCATION IN PEDAGOGICAL UNIVERSITIES

Abstract

The article examines the problem of developing AI literacy among students of higher philological education in pedagogical universities within the context of the digital transformation of modern education. The relevance of the study is determined by the rapid integration of artificial intelligence technologies into scientific, professional, and educational activities, which requires training future specialists capable of critically, responsibly, and effectively using intelligent digital tools. This issue is particularly significant for future philologists, as modern AI systems are widely used in automated translation, text analysis, natural language processing, corpus linguistics, generation of educational content, and research in linguistics and literary studies. At the same time, the effective use of such technologies requires not only technical skills but also the development of critical thinking, understanding of the principles of AI systems, adherence to academic integrity, and awareness of ethical aspects of digital technologies.
The purpose of the article is to theoretically substantiate the pedagogical conditions for the formation of AI literacy among students of higher philological education in pedagogical universities and to determine ways of implementing these conditions in the educational process of professional training of future specialists.
Research methods include theoretical methods such as analysis, synthesis, comparison, interpretation, and generalization of scientific sources and regulatory documents related to the research problem. A comparative-analytical method was applied to analyze modern scientific approaches to the development of AI literacy in higher education. The method of pedagogical modeling was used to determine and substantiate the pedagogical conditions for the formation of AI literacy among students of philological education. Methods of analysis and generalization of results were used to formulate scientifically grounded conclusions.
The results of the study include the clarification of the concepts of “AI literacy” and “students of higher philological education” in the context of the digital transformation of education, as well as the identification of key pedagogical conditions for the development of AI literacy. These conditions include: increasing the digital and AI competence of academic staff; integrating artificial intelligence tools into the educational process of philological training; and developing students’ critical and ethical attitudes toward the use of AI technologies. It has been substantiated that the comprehensive implementation of these pedagogical conditions contributes to the development of students’ ability to consciously, responsibly, and effectively use AI tools in educational, scientific, and professional activities. The proposed approach contributes to the modernization of professional training of future philologists and corresponds to current trends in the digitalization of higher education.