AI-assisted methodology for Ukrainian language instruction in higher education

Abstract

In the modern educational environment, the integration of artificial intelligence (AI) has become a transformative force, especially in the field of language teaching. This article examines the urgent need to research and implement AI-based methodologies in teaching the Ukrainian language in higher education institutions, reflecting the broader trend of technological innovation in pedagogy. The relevance of the topic stems from the need to adapt education to the requirements of the digital era, where AI can enhance the effectiveness of learning, personalize approaches, and optimize the language teaching process.

The primary objective of this study is to provide a theoretical justification for the use of AI tools in teaching the Ukrainian language at the university level, thereby enhancing the educational experience and outcomes for students.

To achieve this goal, the study employs a comprehensive approach that encompasses methods of analysis, synthesis, comparison, and generalization of pedagogical experience. These methods enable us to study the potential of AI in language education thoroughly. Additionally, a pedagogical experiment was conducted with 20 students to verify the effectiveness of the proposed methodology empirically.

A wide range of AI tools that can be effectively utilized in higher education has been identified, including digital AI systems, data analytics and visualization tools, and sophisticated search engines. It is emphasized that platforms such as ChatGPT, Gemini, and DeepSeek can significantly help students master complex linguistic elements, including grammatical structures, spelling rules, and syntactic patterns, while simultaneously developing their listening, speaking, reading, and writing skills. The effectiveness of these AI tools largely depends on the quality of pedagogical support and the accuracy of the prompts used to interact with them. The article provides examples of prompts for explaining grammatical rules, generating learning materials, and creating test items. The advantages of AI include increased learning efficiency, personalization, automation of routine tasks, and expanded analytical capabilities. The effectiveness of the methodology is confirmed by a pedagogical experiment that showed a positive impact on students' language competences. At the same time, risks such as AI “hallucinations” are noted, which require critical analysis of the results.

The methodology for introducing AI into teaching the Ukrainian language has significant potential for optimizing the educational process. However, its success depends on a responsible, methodologically sound approach that combines digital tools with the pedagogical skills of the teacher. It is recommended to integrate AI with traditional forms of learning and promote the development of digital literacy of all participants in the educational process, ensuring a balance between technology and the human factor.