Search

THE MOTIVATION SYSTEM OF UNIVERSITY STUDENTS TO PERFORMANCE OF SCIENTIFIC WORK // Tomsk State Pedagogical University Bulletin. 2013. Issue 1 (129). P. 48-52

The article examines the main directions of work in the area for academic work of students and young scientists of universities. We studied the organization of scientific-research work of students at the Tomsk State Pedagogical University and the National Research Tomsk State Polytechnic University. It provides recommendations for student motivation to perform research work.

Keywords: scientific research, scientific creativity, the learning process, conferences, competitions, motivation of students

COMPETITION OF PEDAGOGICAL SKILL AS METHOD OF PROFESSIONAL COMPETENCES DETECTION OF HEALTH AND SAFETY BASES TEACHERS-ORGANIZERS // Tomsk State Pedagogical University Bulletin. 2013. Issue 1 (129). P. 79-83

For increase of the status of health and safety bases subject in educational institutions, revealing professional competence, supports and encouragements of talented teachers, increases of their pedagogical skill in Tomsk region the first regional competition of professional skill of health and safety bases teachers «Best teacher of health and safety bases» was held. In article the purposes and competition problems reveal, the organization of its carrying out is described.

Keywords: Creative development, competition, pedagogical skill, high school, professional work of the teacher, health and safety, the pedagogical idea, open lesson, practical skills, professional competences

Socio-professional Challenges and Methodological Aspects of AI Implementation in the School Educational Environment // Tomsk State Pedagogical University Bulletin. 2025. Issue 5 (241). P. 110-121

The article states that the integration of artificial intelligence (AI) into school education faces a contradiction between its transformative potential and social barriers linked to digital competence, the professional identity of teachers, and ethical risks. Despite growing interest in AI tools, their implementation is constrained by the inertia of traditional pedagogical practices and the disconnect between technological determinism and the social construction of innovation. The study aims to identify patterns in the perception of AI by students and teachers, assess the impact of digital literacy, age, and professional experience on readiness to adopt AI technologies. The empirical basis includes data from online surveys of 169 9th–11th grade students and 40 teachers from schools in the Tomsk region. The theoretical framework integrates and evaluates the SCOT, SAMR, TPACK, and Human-AI Collaboration Theory models to analyze social and technological factors influencing AI adoption. Survey results indicate that 57 % of students support AI education, while 27.2 % exhibit technophobia, associated with low algorithmic literacy and fears of AI errors. Among teachers, 65% use digital technologies, but only 37 % employ AI daily. Key risks identified by respondents include the diminishing role of teachers (38.5%), privacy threats (75 % of girls), and passive learning due to automation (33.7 %). Correlations were found between teachers’ age (younger educators more enthusiastically adopt AI), students’ technical orientation (STEM interests enhance AI acceptance), and school digitalization levels. The study confirms that successful AI integration requires a combination of technological infrastructure, ethical standards, and targeted professional development programs. Recommendations include phased AI adoption (from automation to personalization), project-based formats for technically oriented students, and dialogue among all educational stakeholders. The findings contribute to developing strategies for harmonizing AI solutions while preserving human agency in pedagogy.

Keywords: artificial intelligence in education, social construction of technology (SCOT), digital competence of teachers, personalized learning, digital divide, human-AI collaboration