UDC 378

Vorobyev A.A.¹ (Ryazan, Russian Federation) – sanekup12342000@gmail.com; Giasyn Ch.A.¹ (Ryazan, Russian Federation) – giasyan@icloud.com; Yeltsov A.V.² (Ryazan, Russian Federation) – eltsov17@rambler.ru

¹Ryazan State University named after S. A. Yesenin

²Ryazan State Medical University named after Academician I. P. Pavlov of the Ministry of Health of the Russian Federation

Abstract. The relevance of the study is due to the rapid penetration of generative artificial intelligence (GigaChat, Qwen, DeepSeek, etc.) into educational practice, which radically transforms the professional activity of a foreign language teacher. New challenges arise: the need to verify AI-generated content, solving ethical dilemmas (plagiarism, “hybrid” works), the transformation of the teacher’s role from a “knowledge transmitter” to a “critical curator.” At the same time, traditional models of critical thinking do not take into account the specifics of working with AI-generated content, which creates a contradiction between the needs of practice and the theoretical elaboration of the problem. The purpose of the article is to provide a theoretical justification for the need to revise the structure and content of critical thinking of a foreign language teacher in the context of the widespread use of generative AI. The study is based on a theoretical analysis of modern scientific works devoted to the integration of generative AI into education, the transformation of the professional activity of a teacher, and the problems of forming critical thinking in the digital age. The article identifies and systematizes the key opportunities of generative AI for foreign language education and the associated risks, grouped into four categories: linguodidactic, informational, ethical, and professional. It is shown that traditional models of critical thinking are insufficient for working with AI-generated content. The article systematically substantiates the need to revise the content of critical thinking of a foreign language teacher in relation to the challenges of the generative AI era, identifies the “deficit zones” of traditional models, and outlines directions for their enrichment. The results of the study can be used in the development of professional training and advanced training programs for foreign language teachers, as well as in the creation of educational and methodological materials for the critical analysis of AI-generated content.

Keywords: critical thinking, foreign language teacher, generative artificial intelligence, professional training, digital competence, AI ethics, prompt design, content verification.

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For citation: Vorobyov, A. A., Giasyan, K. A., & Yeltsov, A. V. (2026). Critical thinking of a foreign language teacher in the era of generative AI: professional risks and challenges. CITISE, 2, 289–303. (In Russian).