Specificity Of Using Artificial Intelligence In Science And Education


The article analyzes the experience of using mass distance learning technologies (DLT) in the context of the coronavirus pandemic, as well as the specifics of using the artificial intelligence by educators and trainees in the remote pedagogical interaction situation. The psychological, cultural and futurological consequences of the carried out global pedagogical experiment are analyzed in connection with the epidemiological situation emergency. The theses on the irreversible nature of the implemented innovations, as well as the subsequent elimination of the teacher's figure from the structure of the pedagogical process, are substantiated. Assessing the situation that has developed in the field of modern professional education, the authors reasonably assert that the priority is rather a revivalist than reformist "scenario" of the development of events around the problems of artificial intelligence. In our opinion, the supporters of the idea of the development of artificial intelligence have thoroughly underestimated its capabilities, based on the position that the development of certain technologies can lead to the displacement of a person exclusively from the fields of activity related to physical labor, which will allow directing the released human resources into the field of intellectual labor. We have to state that already today the situation is such that artificial intelligence can potentially displace humanity from this sphere of activity. It can be assumed with a high degree of confidence that even texts like the one presented by us may be successfully modeled using appropriate computer programs, as well as other intellectual products, experiments and engineering projects.

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31 March 2022

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1st Edition




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Romanov, D. V., Filatov, T. V., & Zudilina, I. Y. (2022). Specificity Of Using Artificial Intelligence In Science And Education. In & I. Savchenko (Ed.), Freedom and Responsibility in Pivotal Times, vol 125. European Proceedings of Social and Behavioural Sciences (pp. 219-227). European Publisher. https://doi.org/10.15405/epsbs.2022.03.28