ARTIFICIAL INTELLIGENCE AS A STRATEGIC RESOURCE FOR THE DIGITALIZATION OF HIGHER EDUCATION
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It is determined that the modern processes of digitalization of society necessitate the transformation of higher education, which faces numerous challenges and requires the integration of the latest technologies. One of the key areas of such modernization is the implementation of artificial intelligence (AI) algorithms, which are currently considered as a strategic resource in the field of educational digitalization. It is substantiated that the use of AI technologies can significantly change the educational process, ensuring its personalization, increasing the effectiveness of teaching, and automating administrative and organizational procedures. Particular emphasis is placed on the possibility of freeing teachers from routine operations, such as assessment administration, monitoring student performance, and detecting plagiarism, which allows them to focus on solving complex pedagogical problems, creative work, and direct communication with students.It is proved that despite the potential benefits, the implementation of artificial intelligence in the educational process is accompanied by a number of complex problems, including the lack of readiness of the academic community for rapid technological changes, the need to adapt the latest developments to national traditions, as well as the moral and ethical aspects of using algorithms in pedagogical activity. It is established that the predominant focus of AI implementation on the proposals of external commercial entities, rather than on the real needs of teachers and students, remains an actual problem. As a result, many educational technologies do not meet the specifics of the domestic educational process. The international experience of using artificial intelligence in universities in the United States and the United Kingdom is analyzed, which shows a significant reduction in time and resources due to the automation of the analysis of student papers and surveys. At the same time, it is noted that the final interpretation of the data requires expert intervention by teachers, which confirms the additional need to form teachers' digital competencies. Prospects for further research are outlined, which should focus on identifying optimal mechanisms for integrating AI into the educational space, considering national educational characteristics, real needs, and demands of participants in the educational process.
