TRANSFORMATION OF EDUCATION UNDER THE INFLUENCE OF ARTIFICIAL INTELLIGENCE: LEGAL, ETHICAL AND SOCIAL ASPECTS

Abstract

The article provides a comprehensive analysis of the impact of artificial intelligence (AI) technologies on the modern education system from legal, ethical, and social perspectives. Particular attention is paid to the rapid integration of generative AI tools and large language models (LLMs) into educational practices and their influence on teaching, learning, and assessment processes. The study explores key challenges related to academic integrity, authorship, copyright protection, personal data security, and the ethical use of AI-driven systems in formal and informal education.

The risks associated with algorithmic bias, opacity of decision-making, and the potential loss of pedagogical control in the implementation of intelligent educational systems are highlighted. The article emphasizes that the unregulated use of AI may lead to distortions in learning outcomes, increased dependency on automated tools, and the erosion of critical thinking skills. In response to these challenges, the paper proposes a conceptual framework for the responsible use of AI in education based on the principles of transparency, accountability, fairness, and digital ethics.

It is argued that the effective integration of AI into educational practices requires the development of national standards for AI literacy, clear guidelines for educators and learners, and systematic updates to legal regulations governing the field of education. Special emphasis is placed on the evolving role of the teacher as a curator and moderator of the learning process, responsible for maintaining meaningful human oversight in interaction with algorithmic systems that support personalized and adaptive learning. The results of the study are valuable for policymakers, educators, researchers, and institutional leaders involved in shaping digital education strategies and establishing ethical and legal standards for the use of artificial intelligence in academia.