The rapid introduction of generative artificial intelligence (AI) into the educational sphere is transforming traditional notions of the learning process, turning AI from an external tool into an active participant in cognitive activity. The article examines the pedagogical possibilities of AI assistants: personalization of learning trajectories, instant feedback, support for research and project work, and development of metacognitive skills. At the same time, key risks are analyzed: a decrease in critical thinking, a substitution of independence, a violation of academic integrity, ethical uncertainty, and digital inequality. Special attention is paid to the development of pedagogical strategies aimed at teaching students to interact with AI in a reflective and responsible manner: critical evaluation of generated content, conscious selection of tasks for delegation, ethical citation, and preservation of authorship. It is emphasized that the future of education depends not on whether we ban AI, but on whether we learn to use it as a tool for development rather than a substitute for thinking.
artificial intelligence in education, AI assistants, generative AI, academic integrity, personalized learning, critical thinking, pedagogical strategies, digital literacy, AI ethics, higher education
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