Methodological Features of Accounting for Pedagogical Risks and Limitations of Using Artificial Intelligence in the Process of Teaching Computer Science

Abstract

Abstract: The article provides a comprehensive analysis of contemporary scientific approaches to the use of artificial intelligence in the educational process and identifies its didactic potential in teaching computer science. The expediency of integrating intelligent technologies into educational and cognitive activities is substantiated, taking into account the specifics of the informatics, its practical orientation, and the need to develop algorithmic thinking, programming skills, and data processing competencies. The main pedagogical risks and limitations of using artificial intelligence are identified, including a decrease in students’ independent cognitive activity, transformation of interaction with learning materials, as well as challenges related to ensuring academic integrity and objective assessment of learning outcomes. The purpose of the article is to provide a theoretical justification and to develop methodological approaches to addressing pedagogical risks and limitations associated with the use of artificial intelligence in teaching computer science. It is determined that the criteria for the appropriateness of AI application, as well as methodologies for training teachers for its effective implementation, remain insufficiently developed. Key methodological approaches are distinguished, including competence-based, activity-based, problem-oriented, and critical-analytical approaches, which ensure the effective organization of the educational process. It is proven that the use of artificial intelligence contributes to the personalization of learning, increases student motivation, and supports the development of individualized learning trajectories according to learners’ needs. At the same time, the necessity of implementing a restrictive approach is emphasized, which involves establishing clear rules for the use of AI in educational institutions. The practical significance of the study lies in the formation of methodological foundations for the safe and pedagogically sound use of artificial intelligence, contributing to the development of key competencies, including critical thinking, creativity, and analytical skills. Particular attention should be paid to the restrictive approach, specifically to the establishment of clearly defined norms for the use of artificial intelligence. Educational institutions should implement appropriate regulatory documents governing the use of AI by teachers and students, outlining the scope and conditions for the use of intelligent assistants.