Competing with generative artificial intelligence and gadgets: possibilities of modern educational practice in university

The article outlines current trends characterizing the modern educational practice of higher education. Two groups of challenges faced by education entities are presented. The first group is associated with the “hyperconnectivity” of education entities to the Internet. The second group of challenges is associated with the effects of using generative artificial intelligence in training. A number of phenomenaconsequences of the interaction of education entities with the digital environment are listed. Using the example of the phenomenon of multitasking, optimistic and pessimistic research expectations and forecasts concerning the outcomes of the detected transformation of the cognitive sphere of students are described. The currently unfolding technological transformation stimulates changes in the cognitive sphere and metacognitive functions of subjects. This situation in the higher education system requires psychological and pedagogical reflection. The novelty of the study lies in the fact that, in relation to the psychological consequences of the digital revolution in university education, a realistic answer is proposed that recognizes the inevitability of the changes taking place and at the same time assumes support for students’ subjectivity – self-regulation of their activities, awareness, organization of access to resources. The following are proposed as a methodological framework for designing learning relevant to the goals of developing subjectivity characteristics: a self-regulatory approach to learning, the concept of mental experience, and conscious learning. Within each approach, the targets of pedagogical interventions are listed, such as the processes of the self-regulation cycle of learning, components of mental experience, and recognition of the learning context. Possible tools for pedagogical interventions are also provided.

higher education, technological revolution, educational practice at the university, development of students’ subjectivity, reflection, metacognitive regulation of activity, awareness of learning