Cognitive risks of using artificial intelligence in higher education

Abstract

The article is devoted to the analysis of the impact of artificial intelligence systems on the cognitive development of students in higher education. The purpose of the work is to identify the cognitive risks associated with the excessive delegation of mental tasks to generative artificial intelligence, as well as to assess the role of cognitive relief and the impact of digital technologies on students' critical thinking and metacognitive competencies. It is emphasized that the risks are delayed and manifest themselves in the long term formation of graduates' professional competencies. The author substantiates the need to reorient the use of artificial intelligence from replacing thinking to expanding it, introducing reflection procedures and critical evaluation of results generated by algorithms, as well as the differentiated design of educational tasks. Special attention is paid to the institutional support for teachers, the development of regulatory documents, and the development of students' metacognitive skills.