Vestnik Vysshey Shkoly
Sign inSign upJoin
Submit an articleSubmit
2026, no. 8
DIGITALIZATION OF EDUCATION

Artificial Intelligence in higher humanities management education: new horizons or hidden risks?

Olga V. BobrovaORCID, Alena S. NikitinaORCID, Natalia G. ChevtaevaORCID

DOI 10.20339/am.08-26.087pp. 87–97UDC 378-042.4:004.880 RUB

PDF

Bookmark

Abstract

This article examines and analyzes the ethical, socio-cultural, technological, and behavioral aspects of implementing artificial intelligence in a humanities university. The introduction of AI into higher education, while becoming a success factor and expanding educational opportunities, also creates the problem of depersonalization of the educational process, the spread of academic dishonesty, and the emergence of new risks for humanities knowledge.

The aim of this study is to comprehensively analyze the transformation of the educational process in the humanities in the context of AI implementation, as well as to identify key benefits and threats. To achieve this goal, the following objectives were set: determining the level and forms of student and academic engagement in the use of neural networks, studying the ethical, socio-cultural, and behavioral aspects of academic integrity, and assessing the changing role of the instructor in a modern AI environment. A sociological questionnaire survey conducted among students (n450) and expert interviews with faculty (5 experts) at the Ural Institute of Management — a branch of RANEPA — revealed both the positive aspects of AI implementation and the communicative, sociocultural, and ethical challenges associated with the mass transition to a new format of education in the context of AI. The study’s key findings demonstrate that most students regularly utilize AI tools to optimize their learning routines, while their critical attitude toward AI-generated content remains low. The expert community expresses concern about a possible decline in students’ independent analytical and critical thinking skills. However, the study also revealed new horizons: the potential of AI lies in the technologization of learning, the automation of factual verification, and the enhancement of the role and value of mentors in live communication with students. To minimize these risks, the legalization of AI use in the educational process is required, with clear ethical standards and an emphasis on developing skills in prompt engineering and information verification. In conclusion, the authors offer a set of practical recommendations for further improvement of the AI environment in a humanities university.

Keywords

  • artificial intelligence
  • higher education in the humanities
  • AI prospects
  • AI risks
  • AI ethics
  • ethical culture

References

  1. Vlasova, O.V. Innovative Potential of Research and Teaching Staff: Methodological Approaches to Research. Management Issues. 2024. No. 2 (87). Pp. 81–91.

  2. Gnedykh, D.S., Bordovskaya, N.V., Koshkina, E.A. [et al] Developing Students’ Subjectivity in Interaction with Generative Artificial Intelligence: Systematization of Scientific Concepts. Education and Science. 2025. Vol. 27. No. 8. Pp. 9–34.

  3. Danilenko, S,V., Martynyuk, Yu.M., Vankova, V.S. Some Aspects of Applying Artificial Intelligence Technologies in Mathematical Education. Chebyshevsky Collection. 2025. Vol. 26, No. 3 (99). Pp. 335–345.

  4. Korol, A.D., Bushmanova, E.A. Artificial Intelligence in the Mirror of Education: The Problem of Dialogue. Higher Education in Russia. 2025. Vol. 34. No. 2. Pp. 125–135.

  5. Kukuev, E.A., Gladkova, L.N., Krezhevskikh, O.V., Frolenkova, A.L. Research Competencies of Students in the Era of Artificial Intelligence. Prospects of Science and Education. 2025. No. 3 (75). Pp. 55–71.

  6. Molchanova, O.P., Burak, I.D., Shchelokova, S.V. Artificial Intelligence in Teaching Management Disciplines: Opportunities and Risks. Vestnik of Moscow University. Series 6: Economics. 2025. Vol. 60. No. 3. Pp. 348–365.

  7. Penkov, B.V., Agafonova, L.I. An empirical study of the impact of artificial intelligence tools on teaching and learning English. Vestnik of Tomsk State University. 2025. No. 514. Pp. 173–181.

  8. Sysoev, P.V. Ethics and AI plagiarism in the academic environment: students’ understanding of issues of compliance with author’s ethics and the problem of plagiarism in the process of interaction with generative artificial intelligence. Higher education in Russia. 2024. Vol. 33. No. 2. Pp. 31–53.

  9. Chevtaeva, N.G., Bobrova, O.V., Makovkina, S.A., Trofimova, O.M. Project-based learning as a resource for the formation of student academic integrity in the era of AI. Research Result. Sociology and Management. 2025. Vol. 11. No. 3. Pp. 218–242.

  10. Chevtaeva, N.G., Nikitina, A.S., Lunev, A.P. Ethics of Student-Teacher Interaction in the Context of Digital Transformation of Higher Education. Alma Mater (Vestnik vysshey shkoly). 2021. No. 2. Pp. 17–23. http://doi.org/10.20339/AM.02-21.017

    DOI 10.20339/am.02-21.017

  11. Archana, S.N., Renjith, V.R., Padmakumar, P.K. et al. (2025) AI assisted learning and research: an exploratory study among university students and scholars. Discov Educ 4, 390 (2025). https://doi.org/10.1007/s44217-025-00814-x

    DOI 10.1007/s44217-025-00814-x

  12. Dilekli, Y., & Boyraz, S. (2024) From “Can AI Think?” to “Can AI Help Thinking Deeper?”: Is Use of ChatGPT in Higher Education a Tool of Transformation or Fraud? International Journal of Modern Education Studies, 8 (1): 49–71.

  13. Habib, S., Vogel, T., Anli, X., & Thorne, E. (2024) How does generative artificial intelligence impact student creativity? Journal of creativity, 34 (1), 10007 // https://doi.org/10.1016/j.yjoc.2023.100072

    DOI 10.1016/j.yjoc.2023.100072

  14. Hackl, V., Müller, A.E. Sailer, M. (2026) The AI literacy heptagon: A structured approach to AI literacy in higher education. Computers and Education: Artificial Intelligence, vol. 10, article 100540.

  15. Jayasinghe, S. (2024) Promoting active learning with ChatGPT: A constructivist approach in Sri Lankan higher education. Journal of Applied Learning & Teaching, 7 (2): 141–154. URL: https://search.informit.org/doi/10.3316/informit.T2025091800012290191761715О

    search.informit.org

  16. Changyue Li, Hang Cui, Linda Serra Hagedorn. (2026) The cognitive impact of ChatGPT in higher education: A systematic review of critical and creative thinking outcomes. Computers and Education: Artificial Intelligence, vol. 10, June, article 100571, https://doi.org/10.1016/j.caeai.2026.100571

    DOI 10.1016/j.caeai.2026.100571

  17. Klimova, B., & de Campos, V.P.L. (2024). University undergraduates’ perceptions on the use of ChatGPT for academic purposes: evidence from a university in Czech Republic. Cogent Education, 11 (1). https://doi.org/10.1080/2331186X.2024.2373512

    DOI 10.1080/2331186x.2024.2373512

  18. Mohd Javaid, Abid Haleem, RaviPratap Singh, Shahbaz Khan, Ibrahim Haleem Khan (2023) Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, v. 3, p. 100115, https://doi.org/10.1016/j.tbench.2023.100115

    DOI 10.1016/j.tbench.2023.100115

  19. Sisi Tao, Min Lan, Minjuan Wang, Hui Li. (2026) Potential risks of generative artificial intelligence integration into K-12 education: A scoping review. Computers and Education: Artificial Intelligence, vol. 10, June, article 100561, https://doi.org/10.1016/j.caeai.2026.100561

    DOI 10.1016/j.caeai.2026.100561

  20. Yue Yin a, Na Zhou a, Fei Lang. (2026) Artificial intelligence in K-12 education: An umbrella review Ruiping Huang. Computers and Education: Artificial Intelligence, v. 10, article 100519, https://doi.org/10.1016/j.caeai.2025.100519

    DOI 10.1016/j.caeai.2025.100519
Rubrics
DIGITALIZATION OF EDUCATION