UDC 372.881.1:5.8.7

Sizova Yu.S.¹ (Moscow, Russian Federation) – sizova-yus@rudn.ru

¹RUDN University

Abstract. The spread of generative artificial intelligence in higher education poses a question for foreign language education that goes beyond the updating of teaching methods: whether the foreign language retains its status as a means of intellectual, cultural, and professional development, or is gradually reduced to a service providing access to a ready-made language product. Unlike earlier forms of digitalization, which expanded access to information and learning resources, modern generative systems are capable of performing actions that previously constituted the core of educational verbal-cognitive activity — formulating utterances, selecting vocabulary, producing translations, editing texts, and providing feedback. The purpose of this article is to identify markers of transformation in foreign language teaching in higher education under the influence of generative AI and to define didactic guidelines that enable the integration of new technologies without losing the humanistic core of education. Drawing on a theoretical analysis of Russian linguodidactic scholarship, international empirical and meta-analytical studies, and normative-methodological documents, the study demonstrates that generative AI alters the nature of the learning activity, replacing independent utterance construction with a logic of querying and verification. A comparison of the humanistic and technologized models of instruction is carried out. Key risks are identified: a decline in independent language activity, a weakening of cognitive autonomy, a reduction in the depth of language proficiency, and a blurring of the boundaries of acceptable assistance. Principles of pedagogically justified integration are formulated: a mandatory independent first draft, critical verification of machine-generated output, reflective comparison of one’s own and machine-produced solutions, and transparent rules for AI use with commentary on the method of task completion. It is argued that AI integration must be subordinated to educational goals, with technology serving as an auxiliary resource that does not supplant the learner’s subjectivity.

Keywords: foreign language education, higher education, artificial intelligence, generative artificial intelligence, digitalization of education, technologization of learning, cognitive autonomy, learner subjectivity, language didactics, professional language training.

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For citation: Sizova Yu.S. (2026)Transformation of foreign language education in higher education under artificial intelligence: towards problem framing. CITISE, 2, 472-483. (InRussian).