Features of the use of artificial intelligence technologies: an empirical analysis and pedagogical implications

Abstract

The article is devoted to an empirical study of the features of the use of artificial intelligence technologies by users of different age groups and to the identification of pedagogical implications of the obtained results for the system of training future specialists in the pedagogical field in the context of the digital transformation of education. The aim of the study is to identify patterns of artificial intelligence use, the level of trust in it, and the specifics of digital practices among users of different socio-demographic groups. The objectives of the study included: analysis of the frequency and purposes of artificial intelligence use; identification of the main age and gender characteristics of digital behavior; assessment of the level of trust in artificial intelligence systems and its relationship with the nature of their use; and generalization of the obtained results in the context of educational transformations. The research methods included an empirical online survey, statistical analysis methods, comparative analysis, and data synthesis. The results showed that more than half of the respondents use artificial intelligence on a daily basis, which indicates its integration into everyday digital practices. Information-seeking and text-generation scenarios of use prevail, while multimedia functions are of secondary importance. The level of trust in these technologies is mainly partial, reflecting a pragmatic model of user interaction with AI. Clear age differences were identified: the highest level of activity is typical for the younger group, while the intensity of use decreases with age. Gender differences are manifested in the types of digital practices rather than in usage frequency. The conclusions indicate that artificial intelligence is becoming a structural component of users' digital activity and influences educational practices. The obtained results substantiate the need to integrate AI literacy, critical thinking, and information verification skills into the training system of future specialists in the pedagogical field. Prospects for further research are related to the analysis of motivations for using artificial intelligence and the assessment of its impact on learning outcomes.