Students' subjectivity in interaction with generative artificial intelligence: risks and opportunities for development

http://dx.doi.org/10.17072/2949‐5601-2026-2-120-127

Abstract

student agency, the risks of its transformation, and the potential for development in the context of interaction with generative artificial intelligence (GAI). The research is based on a com-parative analysis and synthesis of philosophical, psychological, and pedagogical publications. The logic of the presentation reveals the evolution of the concept: from the differential psychological characterization of agency to its ontological transformation in the digital age. A key difference in discourses is identified: philosophy postulates the emergence of hybrid forms of agency, while ped-agogy maintains the status of the individual as a sole subject, viewing GAI as a tool for developing subjective qualities. The effects of student interaction as subjects of activity with GAI are presented in a systematic manner. A similarity in research positions in identifying the positive and negative consequences of student interaction with GAI is revealed. A predominance of descriptions of nega-tive consequences over positive ones is found, reflecting a high degree of scientific concern about the prospects for the digital transformation of the educational environment of higher education. The article presents the directions of pedagogical support and development of students’ subjectivity, which can be generally defined as the construction of a “meaningful pedagogical environment” (ac-cording to O.A. Chopik), which presupposes joint psychological, pedagogical and pedagogical ef-forts.