THE IMPACT OF AI ASSISTANTS ON THE PEDAGOGICAL ACTIVITY OF A HIGHER EDUCATION INSTITUTION TEACHER

Abstract

The article is devoted to the study of the transformation of a higher education institution teacher's professional activity under the influence of the introduction of intelligent assistants based on artificial intelligence. Based on an analysis of empirical data, including surveys of Russian teachers, international studies, and practical cases of implementing AI tools in the educational process, it has been shown that the integration of intelligent assistants leads to profound changes in all components of teaching work – from course planning and design to assessment and feedback. The impact was found to be contradictory: on the one hand, AI assistants significantly reduce routine workload, freeing up time for creative and mentoring activities, allowing the teacher to focus on developing students' critical thinking and creativity; on the other hand, they create new professional challenges, including the need to master digital competencies, adapt assessment methods in the context of the availability of generative models, and reconsider the traditional role of the teacher as the main source of knowledge.