Egizar’janc M.N.¹ (Armavir, Russian Federation) – marina-egizaryanc@mail.ru; Sushkov A.V.¹ (Armavir, Russian Federation) – 7owl@mail.ru

¹Armavir State Pedagogical University

Abstract. In the era of digital revolution, when the boundaries between reality and virtuality are becoming increasingly blurred, it is necessary to understand how new technologies shape the thinking, actions and interactions with the world around high school students, for whom the digital space is almost a natural environment. The aim of the study is to collect and analyze information on high school students’ perceptions of the use of digital technologies, including artificial intelligence (AI), and to identify trends in the impact of AI on the social and school life of high school students. The article examines important issues related to the impact of new technologies and artificial intelligence on the lives of high school students. As part of elective classes, 10th-11th grade students were invited to participate in a study aimed at exploring their views on the spread of digital technologies and the growing presence of artificial intelligence in everyday life. Participants on the threshold of their adult lives represent a unique target group whose opinions can serve as a barometer of changes in the information society. The study took the form of open-ended questions that allowed the participants to freely express their thoughts: from the role of digital technologies in society to the use of artificial intelligence in education. Based on the data presented in the article, conclusions were made about how the future generation perceives digital tools that are becoming an integral part of their daily lives.

Keywords: artificial intelligence (AI), digital technologies (DT), high school students, higher education, metaverse, technological development.

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For citation: Egizar’janc M.N., Sushkov A.V. Perception and assessment of high school students’ use of digital technologies and artificial intelligence in the educational environment. CITISE, 2025, no. 3, pp. 641-649.