The meanings and value based risks of applying artificial intelligence in the educational sphere

Introduction . Currently, the rapid development of digital technologies is opening up new meanings for education, while simultaneously building a number of threats, value risks, problems of socio-psychological, ethical genesis of the use of artificial intelligence (AI) in education. Purpose setting . Awareness of threats and value risks under the influence of modern breakthrough technologies will allow the use of AI as a software product written in certain information codes and implementing specific algorithms created by man, therefore it can only be conditionally called intelligence, which will never replace natural intelligence, consciousness. Methodology and methods of the study . General scientific methods of analysis and synthesis of international best practices, comparative analysis, analysis of descriptions, generalization of research in Russian and foreign sources on the problem of the article. A systematic analysis of value risks and threats, problems made it possible to assess potential dangers and distortions of the value-semantic sphere of personality. Results . The results of the study. An analysis of psychological and pedagogical literature in Russian and foreign sources, in the Siberian State University of Engineering and Biotechnology has shown that the introduction of AI into the educational process has technological meanings and value risks, threats and problems associated with generative artificial intelligence in education. AI technologies are integrated into various services and systems that transform familiar services and forms of interaction beyond recognition. The negative effects of AI in education are divided into two groups. One group of value risks is related to technological threats to the security of students’ personal data. Another group of risks associated with the distortion of the value-semantic sphere of personality, the emergence of new pathological conditions and mental disorders. Conclusion . Underestimation of the risks and threats of the transformation of the value-semantic sphere of the individual under the influence of the digital environment and misunderstanding of the need for axiologization will lead to serious consequences related to the deformation of the mentality of Russian society and the loss of spiritual and moral guidelines for future generations. Only with a conscious and responsible approach to the introduction of innovations, as well as with the participation of highly qualified teachers, can society create an educational system that will meet the challenges of the modern world while maintaining its humanistic focus.