2025 №3 / Жасанды интеллект дәуіріндегі жеті өзекті проблема Дәстүрлі ЖИ-сауаттылықтан жаңа парадигмаға көшу
Жасанды интеллект дәуіріндегі жеті өзекті проблема Дәстүрлі ЖИ-сауаттылықтан жаңа парадигмаға көшу
Автор: Дэви Цзю Кит Нг
DOI: 10.62670/2308-7668.2025.53.3.008
Дереккөз: 53 шығарылым, № 3, 13 қазан 2025 ж.
Басып шығарушы: "Педагогикалық шеберлік орталығы" ЖМ
Құжат түрі: Шолу-талдау мақаласы
Аннотация
Мақалада генеративті жасанды интеллект (GenAI) контексіндегі ЖИ-сауаттылық тұжырымдамасы және оның білім беру саласына әсері зерделенеді. ЖИ-сауаттылық құрылымдарының техникалық негіздерден когнитивтік, этикалық, мінез-құлықтық, эмоционалдық және метакогнитивтік аспектілерді қамтитын кешенді модельдерге дейінгі дамуы қарастырылады. Мақалада институционалдық және мемлекеттік деңгейдегі ЖИ-сауаттылықты арттыруға бағытталған іс-шаралар, университеттерде практикалық тұрғыдан қолданылуы және жалған ақпарат, «еріншек оқу», оқушылардың өз бетінше шешім қабылдау қабілетінің төмендеуі және этикалық мәселелер сияқты проблемалар талданады. Сонымен қатар жасанды интеллектінің қолжетімділігі тұрғысынан теңсіздік, әлеуметтік бейімделудегі өзгерістер және автоматтандыру дәуірінде педагогикалық әдістерді қайта қарау қажеттілігі қарастырылады. Мақалада «цифрлық адамдар» және «компьютерлік ми» интерфейстері сияқты жаңа технологиялардың пайда болуына орай жасанды интеллект саласы бойынша сауаттылықты контекске сай болуы, нақты қажеттіліктерге бағдарлануы және құндылықтарға негізделуі тұрғысынан пайымдап қарастыру ұсынылады. Бұл жасанды интеллект барған сайын қарқынды дамып келе жатқан әлемдегі техникалық құзыреттілікпен қатар сыни ойлау, эмпатия және адамға бағдарланған құндылықтарды дамытудың аса қажеттілігін көрсетеді.
Түйін сөздер: ЖИ-сауаттылық , білім беру технологиялары, ЖИ қолдану этикасы
Әдебиеттер
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2. Chiu, T. K., Ahmad, Z., Ismailov, M., & Sanusi, I. T. (2024). What are artificial intelligence literacy and competency? A comprehensive framework to support them. Computers and Education Open, 6, 100171.
3. Lintner, T. (2024). A systematic review of AI literacy scales. npj Science of Learning, 9(1), 50.
4. OECD (2025). Empowering Learners for the Age of AI An AI Literacy Framework for Primary and Secondary Education. [Electronic resource]. – URL: https://ailiteracyframework.org/wp-content/uploads/2025/05/AILitFramework_ReviewDraft.pdf
5. UNESCO. (2024a). AI competency framework for students. [Electronic resource]. – URL: https://www.unesco.org/en/articles/ai-competency-framework-students
6. Long, D., & Magerko, B. (2020, April). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI conference on human factors in computing
systems (pp. 1–16).
7. Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041.
8. Southworth, J., Migliaccio, K., Glover, J., Glover, J. N., Reed, D., McCarty, C., ... & Thomas, A. (2023). Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education: Artificial Intelligence, 4, 100127.
9. Barnard College (2025). Generative AI & the College Classroom. [Electronic resource]. – URL: https://atlis.barnard.edu/gen-ai
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13. UNESCO. (2024b). AI competency framework for teachers. [Electronic resource]. – URL: https://www.unesco.org/en/articles/ai-competencyframework-teachers
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malicious use and abuse of AI. Ieee Access, 10, 77110–77122.
15. Hong Kong Digital Policy Office (2024). Ethical Artificial Intelligence Framework. [Electronic
resource]. – URL: https://www.digitalpolicy.gov.hk/en/our_work/data_governance/policies_standards/ethical_ai_framework/
16. Harbarth, L., Gößwein, E., Bodemer, D., & Schnaubert, L. (2025). (Over) trusting AI recommendations: How system and person variables affect dimensions of complacency. International Journal of Human–Computer Interaction, 41(1), 391–410.
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22. Prabhu, M., & Premraj, J. A. (2025). Artificial consciousness in AI: a posthuman fallacy. AI &
SOCIETY, 40(4), 2995–3008.
23. Imtiaz, R., & Khan, A. (2024). Perceptions of Humanoid Robots in Caregiving: A Study of Skilled Nursing Home and Long Term Care Administrators. arXiv preprint arXiv:2401.02105.
24. Montemayor, C., Halpern, J., & Fairweather, A. (2022). In principle obstacles for empathic
AI: why we can’t replace human empathy in healthcare. AI & society, 37(4), 1353–1359.
25. Kim, J. J., Soh, J., Kadkol, S., Solomon, I., Yeh, H., Srivatsa, A. V., ... & Ajilore, O. (2025).
AI anxiety: A comprehensive analysis of psychological factors and interventions. AI and Ethics, 1–17.
26. Alzubi, A. A. F., Nazim, M., & Alyami, N. (2025). Do AI-generative tools kill or nurture
creativity in EFL teaching and learning? Education and Information Technologies, 1–38.
27. Education Bureau. (2025). All sectors contribute ideas and suggestions to jointly promote digital education. [Electronic resource]. – URL: https://www.edb.gov.hk/tc/about-edb/press/insiderperspective/insiderperspective20250123.html
28. Costa-Jussà, M. R., Cross, J., Çelebi, O., Elbayad, M., Heafield, K., Heffernan, K., ... &
NLLB Team. (2022). No language left behind: Scaling human-centered machine translation. arXiv preprint arXiv:2207.04672.
29. Peng, Z. (2025, May). Research on the Role of Personalized Design of Digital Humans
in Museums in Enhancing Users’ Emotional Experience. In International Conference on
Human-Computer Interaction (pp. 185–199). Cham: Springer Nature Switzerland.
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