Application of AI Tools in School Projects: Opportunities, Risks, and Their Minimization for Developing Functional Literacy

Artificial intelligence (AI) tools, such as Grok, ChatGPT, Shedevrum, and others, which have been actively used for several years in various spheres of human activity, including education, facilitate the development of universal components of functional literacy (FL): critical thinking, creativity, communication, cooperation, emotional and social intelligence, and sustainable personal development. This paper presents the results of an experiment conducted in 2024–2025 at the State Educational Institution “Secondary School No. 117, Minsk,” which investigated the impact of AI application in project-based activities on the level of functional literacy development among 8th–9th grade students. The tasks (creating infographics, chatbot dialogues, data analysis, and group environmental projects) model the domains of FL manifestation: informationprocessing, communication in the native language, technological, and environmental spheres. The experimental group (30 students) demonstrated a 20% increase in critical thinking, 15% in creativity, and 13% in communication skills. AI enhances student motivation but is associated with risks: plagiarism (10%), technical errors (30%), and technology dependence (15%). Proposed measures include training in the ethical use of AI, editing AI-generated results, emphasizing student autonomy, and using free tools. AI implementation requires pedagogical oversight. The development of methodological guidelines and long-term studies are recommended.