Potential of work with generative artificial intelligence in the process of learning Russian

The article examines the possibilities of using various types of neural networks to enhance the information and subject-specific competencies of primary and secondary school students while learning Russian. This research is relevant due to the need to develop students’ information literacy in the context of widespread access to tools based on generative artificial intelligence (AI). Also, it is necessary to expand the range of methodological resources for teaching Russian. This study aims to characterise the educational potential of neural networks in Russian language learning, as well as to design a model of assignments enabling this potential to be realised in practice. The primary research me­ thods are analysis and modelling. The materials used include publications on the information literacy phenomenon, fe­ deral Russian language syllabuses, and the results of research into schoolchildren’s practices of using neural networks. The analysis of the materials showed that the modern understanding of information literacy should include, among other things, the abilities to formulate queries to AI and to critically evaluate the reliability and relevance of generated responses. It is also essentially important to filter and integrate information obtained from neural networks, and consider the ethical and legal aspects of their use. The educational potential of AI in Russian language teaching lies in the fact that its efficient use can promote the development of both subject-specific and cross-curricular competencies, as well as personal qualities in students, including critical thinking, creativity, and agency. This potential can be realised through the proposed assignment model based on the interaction among the student, artificial intelligence, the teacher as a facilitator, and the class as an interactive learning environment. Owing to such integration of neural networks into the Russian language learning process, school students become co-authors of instructional materials. Moreover, their motivation and involvement increase, and the subject itself becomes a major tool for promoting information literacy in the context of the digital transformation of education.

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