Artificial intelligence in digital society
TL;DR
It has been confirmed that the key risk does not stem from the use of AI itself, but rather from the environment in which it operates, and that the younger generation is the most adaptable demographic group in the process of acculturation to AI.
Abstract
Background and Aim of Study: The current stage of artificial intelligence (AI) development is characterised by the unpredictability and emergent nature of models, the hidden capabilities of which are not always recognised by developers. The widespread integration of digital products, coupled with the emergent nature of this process, inevitably lead to the creation of general artificial intelligence (AGI). In this context, identifying mechanisms that enable society to interact safely with the latest technological systems is becoming an increasingly important task. The aim of the study: to identify key trends in the development of artificial intelligence in contemporary society and to predict its impact on the transformation of the educational environment as a dominant factor in the digital adaptation of the younger generation. Material and Methods: The study is grounded in a systems approach, employing theoretical methods of analysis, synthesis, induction, deduction, abstraction, comparison, systematization, and data interpretation. Results: The present study provided a theoretical basis for the principle of responsibility for implementing and using artificial intelligence. The problem of anthropomorphism and human attachment to technologies was identified. It has been confirmed that the key risk does not stem from the use of AI itself, but rather from the environment in which it operates. It has also been established that the younger generation is the most adaptable demographic group in the process of acculturation to AI. The study identified four main vectors of AI’s influence on the transformation of the educational environment: 1) a paradigm shift: from digitalisation to an “AI-centred educational ecosystem”; 2) a radical change in the roles of stakeholders in education; 3) forming of new ethical and legal literacy among young people; 4) psychological adaptation and cognitive symbiosis. Conclusions: Long-term forecasting confirms that institutional transformation in education and the transition to AI-centred ecosystems are inevitable. Transforming the teacher into a mentor and facilitator will equip students with adaptive autonomy and change the nature of the subject-subject relationship. The education sector plays a crucial role in preparing society to use AI responsibly for the benefit of humanity.