Transformation of teaching activities in the context of integrating AI tools into the educational process of higher education institutions

Abstract

The rapid development of digital technologies and their implementation in the educational environment necessitate a rethinking of the role of the teacher, teaching methods, and the organization of the educational process in higher education institutions. The study aims to conduct a comprehensive analysis of changes in teachers' professional functions, pedagogical approaches, and the Organisation of teaching under the influence of AI tools, and to determine their significance for improving the quality of higher education. The methodological basis of the study consists of general scientific and specialized methods of cognition, in particular analysis and synthesis, induction and deduction, systemic and structural-functional approaches, comparative analysis, and the generalization of the results of modern scientific research on the digital transformation of education. The results of the study show that integrating AI tools reorients teaching activities from a translational model of learning to a facilitative, consultative, and analytical one, thereby strengthening the teacher's role as a moderator of the educational process and a guarantor of academic integrity. It has been established that the use of artificial intelligence contributes to the personalization of learning, the optimisation of the assessment of learning outcomes, and the improvement of the effectiveness of educational communications, while at the same time highlighting the risks associated with ethical issues, data protection, and the formation of dependence on digital technologies. The conclusions are that the transformation of teaching activities in the context of the introduction of AI tools is an objective and irreversible process that requires the development of institutional policies for the use of artificial intelligence, the systematic improvement of the digital and AI competence of teachers, and a clear distinction between the functions of humans and technologies in the educational process. It is argued that integrating AI should be seen as a tool to support teachers, not replace them, which is a key condition for ensuring the quality and sustainable development of higher education.