UDC 378

Kostikova L.P.^1,2 (Ryazan, Russian Federation) – l.p.kostikova@gmail.com; Yesenina N.E.³ (Ryazan, Russian Federation) – nataliayesenina@yandex.ru; Fulin V.A.¹ (Ryazan, Russian Federation) – v.fulin@rsu-rzn.ru

¹Ryazan State University named after S.A. Yesenin

²Ryazan State Medical University named after academician I.P. Pavlov, Ministry of Healthcare of Russia

³Ryazan State Radio-Engineering University named after V.F. Utkin

Abstract. This article explores the didactic potential of generative artificial intelligence for the creation and implementation of educational and professional situations in the process of professional language training of university students. The relevance of the research is due to the normative recognition of the concept of “strong AI” and the rapid digital transformation of education. The authors carry out a conceptual analysis of modern models of human-technology synergy: the interaction of humans and artificial intelligence (human-AI teaming), hybrid intelligence (hybrid intelligence), augmented intelligence (augmented intelligence) and the metaphor of the “digital centaur”. The practical part of the work is based on empirical material — an authentic scenario generated by the DeepSeek neural network, which models communication in the academic environment of the United States. This example proves the ability of AI not only to work out culturally determined contexts in detail, but also to form complex criteria for their subsequent assessment. The article argues that the integration of generative AI naturally transforms the role of a teacher, who becomes a curator of the educational trajectory, moderator of interaction and a critical expert verifying content. The conclusion is made about the high methodological value of generative models for the development of intercultural and professional communicative competence. The criteria for evaluating students’ performance of assignments deserve special attention. The functions of the teacher are to competently formulate a pedagogical request, meaningfully select and adapt the generated materials, teach students effective and ethical interaction with AI, organize reflective activities and final meaningful assessment. The key condition for effectiveness remains the leading role of the teacher in pedagogical design, organization of reflection and ensuring a meaningful anthropocentric learning process.

Keywords: generative artificial intelligence, educational and professional situations, professional language training, human-AI teaming, hybrid intelligence, digital centaur, intercultural competence, assessment criteria.

References:

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For citation: Kostikova, L. P., Yesenina, N. E., & Fulin, V. A. (2026). Generative artificial intelligence as a tool for creating educational and professional situations. CITISE, 1, 246–257. (In Russian).