Certification of education seekers in the context of the spread of generative artificial intelligence technologies in the educational environment

Abstract

The article analyzes the possibilities of using modern intelligent systems in the educational process. Contemporary approaches to the application of artificial intelligence in education, the regulatory and legal aspects of its use, as well as the advantages and risks associated with the integration of intelligent technologies into learning activities are identified. The findings of domestic and international studies concerning the impact of generative artificial intelligence on the organization of the educational process are summarized. The study establishes the relevance of improving approaches to the assessment and certification of learners in the context of the widespread adoption of generative artificial intelligence technologies within educational environments. Particular attention is paid to issues of academic integrity, the objectivity of learning assessment, and the identification of students' individual contributions when using artificial intelligence tools. A criteria-based framework for learner certification has been developed, comprising subject-competence, practice-oriented, AI-competence, critical-analytical, and ethical-integrity criteria. These criteria enable a comprehensive assessment of learning outcomes, the level of competence development, and readiness for the responsible use of artificial intelligence technologies. Based on the conducted research, a conceptual model for learner certification in the context of the widespread use of generative artificial intelligence technologies has been developed. The model is aimed at ensuring the objectivity, transparency, and competence-oriented nature of assessment by taking into account learners' ability to effectively use artificial intelligence technologies, critically evaluate obtained results, and apply them to solving educational and professionally oriented tasks. Unlike traditional approaches, the proposed framework focuses not only on assessing learning outcomes but also on evaluating the process through which these outcomes are achieved, as well as learners' ability to use artificial intelligence tools effectively, critically, and responsibly. The practical significance of the study lies in the possibility of applying the obtained results to improve assessment and certification procedures for learners in the context of the digital transformation of education.