Study of Students' Readiness for the Introduction of Intelligent Agents of Pedagogical Support into the Educational Environment
Abstract
With the rapid spread of artificial intelligence (AI) technologies in the educational environment, there is a need to analyze students' readiness for their institutionalized implementation. A study conducted among high school students in Tomsk (N = 253) assessed their level of awareness of AI, frequency of use, preferred learning formats, and main concerns. The results showed a high level of basic knowledge (82,3%) and active daily use of intelligent agents (56,5%), while participation in formalized courses was minimal (4,0%). More than half of the respondents expressed a willingness to study AI at school (55,7%), preferring electives and online courses, which is consistent with self-determination theory and schoolchildren's need for autonomy. A positive attitude towards the introduction of intelligent agents (79,0%) is accompanied by pronounced concerns related to automatic assessment (52,5%) and the risk of a decline in independent thinking (43,9%). Differences between educational institutions have been identified: a humanities profile reinforces value skepticism, while an innovative environment reduces anxiety. As practical recommendations, it is suggested to start implementing AI with auxiliary functions, provide pedagogical support, and develop digital literacy through extracurricular, voluntary forms of learning. The data obtained indicate that successful integration of AI into the school process is possible while maintaining the leading role of the teacher as a mediator and guarantor of fairness.
General Information
Keywords: artificial intelligence, school education, digital literacy, intelligent agents, educational environment, perception of technology, pedagogical support.
Publication rubric: Digital Transformation and Online Education: Technologies, Tools and Models
Article type: theses
Funding. The study was supported by grant No. 25-28-20220 from the Russian Science Foundation (https://rscf.ru/project/25-128-20220/) and a grant in the form of a subsidy allocated by the Department of Scientific and Technological Development and Innovation Activity of the Tomsk Region (Agreement No. 02/2/2025).
Acknowledgements. The authors thank V. V. Shchegolikhin, Director of MAOU Secondary School No. 53 in Tomsk, and E. N. Katanaeva, Deputy Director for Methodological Work of MAOU Secondary School No. 53 in Tomsk, for their assistance in collecting data for the study.
For citation: Glukhov A.P., Sinogina E.S. Study of Students' Readiness for the Introduction of Intelligent Agents of Pedagogical Support into the Educational Environment [Elektronnyi resurs]. Digital Humanities and Technology in Education (DHTE 2025): Collection of Articles of the VI International Scientific and Practical Conference. November 13-14, 2025 / V.V. Rubtsov, M.G. Sorokova, N.P. Radchikova (Eds). Moscow: Publishing house MSUPE, 2025,., pp. 119–132.
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