Artificial intelligence tools in teaching social and humanitarian disciplines

Therefore, the use of AI tools in educational activities, based on the experience of the teachers of social and humanitarian disciplines, has the following advantages:

1. Saving time when planning and developing additional educational materials. Using AI tools, teachers are able to adjust the necessary parameters to match the lesson objectives and the educational needs of the students, and the system generates as much content as the teacher needs.

2. Provision of differentiated education. Using multi-level tasks generated by AI tools, teachers are able to diversify educational activities, focusing on the development of different skills, for example, reading or writing skills in foreign language classes.

3. Individualization of training. By adapting AI-generated text and visual content, teachers are able to personalize assignments according to students' needs a nd interests.

4. Implementation of formative assessment. Using AI tools, teachers can receive immediate feedback on the educational progress of both individual students and the entire class in order to adjust educational activities as necessary.

5. Extension of materials to a specific topic. After analysing the results of students' academic progress, teachers are sometimes faced with the need for additional study of the topic, although the textbooks offer a limited number of exercises, so the use of AI tools provides an additional expansion of the educational material that meets the students' needs and the lesson objectives.

6. Generation of additional ideas. Teachers can use AI tools to generate additional ideas for work forms and activities at the lessons that are easily adaptable and can be creatively reimagined according to the educational context.

However, we also emphasize certain nuances when working with AI tools in the context of teaching social and humanitarian disciplines, which include:

1. Ambiguity of results. The implementation of AI can have mixed results depending on exactly how the AI tools are used. For example, imprecise queries can lead to inaccurate results, so the use of AI tools requires additional critical evaluation of the generated results.

2. Potential dependency on technologies. If teachers become too dependent on AI in the teaching process, there may be a problem with personal adaptation to change or the inability to adapt to situations without the use of technology.

3. Standardization of results. AI algorithms may not always provide a sufficiently individualized approach to the needs of every learner, as they are based on standard templates that undergo minor modification through repeated inquiry.

4. Privacy and ethics issues. The use of AI can create issues with the privacy of student data and raise ethical questions, especially when it comes to the collection and processing of personal information.

5. The need for training. Teachers may need significant training to use AI effectively, which may require time and resources. Moreover, the teachers have to be aware of additional tools for translation since AI mostly generates content in English.

Therefore, it is important to balance the advantages and disadvantages of using AI in the educational process, taking into account the potential to improve learning while avoiding possible negative consequences.

Also, in our opinion, it is worth taking into account a number of limitations that can affect the results of the study:

1. The limited time allocated to the experimental part, the defined AI tools and resources for conducting the research and the lack of full control over the participants of the experiment may limit the scope, depth of the analysis and the overall representativeness of the results.

2. Given that some aspects of the use of AI tools may be new or ambiguous for teachers of social and humanitarian disciplines, the evaluation may be subjective and depend on the individual opinions and experiences of the research participants.

3. Research results may be limited in transferability to other contexts, as they may be specific to a particular educational institution, group of students, or teachers. Thus, the teachers of social and humanitarian disciplines of secondary and higher education institutions were involved in the pedagogical experiment; in case of participation of teachers of natural sciences, the obtained results could be different, according to the context and specifics of the subjects.

4. While 82 teachers may seem like a significant number, it may not be representative enough to draw general conclusions. A larger and more diverse sample will ensure greater generalizability of the results.

Conclusions and prospects for further research

The authors highlight several important points regarding the integration of AI tools in education, especially in the field of teaching social and humanitarian disciplines.

The authors of the article investigated the level of competence of the teachers of social and humanitarian disciplines when working with AI tools. The research on teachers' competence in using AI tools highlights the need to improve their qualifications and skills in using AI effectively. This recognition of the need to improve teacher preparation is consistent with a broader understanding that teachers must adapt to technological advances to remain effective in their role.

The expediency of using AI tools in educational activities in the context of teaching social and humanitarian disciplines was experimentally verified. The experiment provided empirical evidence supporting the integration of AI technologies into teaching practices. Recognizing the potential of AI to revolutionize education, by enabling personalized learning, automating administrative tasks, and providing instant feedback, demonstrates an understanding of the transformative impact AI could have on the educational process.

Although there are a large number of AI tools available, the authors consider teachers should decide on the tools that are convenient and effective for their specific needs and goals. At the same time, an important aspect is the critical understanding and creative adaptation of the AI results, since there may be inaccuracies in the Al's answers and clichds that do not meet the lesson's objectives, and the inconsistency of the generated content with modern educational programs and requirements, etc.

The authors value the unique human experience and creativity that teachers bring to the educational process. AI is only a tool designed to simplify routine work and save time for creating additional educational material for students with different levels of academic achievement. However, we also believe that further development of how teachers can effectively utilize AI to enhance their teaching practice would be highly beneficial. It is important to create and adhere to ethical standards when using AI in education. This means avoiding biases when teaching and assessing, ensuring the confidentiality of student data, and creating transparent mechanisms to regulate the use of AI. That is why we consider it necessary to further study the problems of using the educational potential of AI tools, the development of digital competence of teachers (in particular, social and humanitarian disciplines), and the formation of a conscious understanding of risks and limitations in this area by both teachers and students.

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