PEDAGOGICAL CONDITIONS FOR DEVELOPING STUDENTS' PROFESSIONAL COMPETENCE IN THE CONTEXT OF GENERATIVE ARTIFICIAL INTELLIGENCE

Abstract

The purpose of this study is to theoretically substantiate and systematize the pedagogical conditions under which the use of generative artificial intelligence in higher education reinforces rather than replaces the development of students' professional competence. The methodology is grounded in competency-based and systems approaches, analytical and comparative methods, and pedagogical modelling; the information base comprises peer-reviewed publications from 2021–2025 and regulatory documents of UNESCO and the OECD. The originality of the study lies in the development of an authorial model in which generative AI is conceptualized not as a terminal tool for obtaining ready-made solutions but as an intermediate cognitive instrument through which the student must pass on the way to independent professional judgment. Four interrelated pedagogical conditions are identified and characterized: didactic regulation of AI functions within academic tasks; purposeful development of students' AI literacy; preservation of independent intellectual activity; and assessment of the entire chain of professional action rather than the final product alone. A table mapping the components of professional competence against the capabilities and risks of generative AI, together with a structural model of pedagogically regulated student–AI interaction, are presented