ARTIFICIAL INTELLIGENCE AS A DIDACTIC TOOL IN THE CONTEXT OF NON-LINEAR THINKING OF HIGHER EDUCATION STUDENTS: A PSYCHOLINGUISTIC ANALYSIS OF EDUCATIONAL INTERACTION

Abstract

The article provides a psycholinguistic justification for the integration of artificial intelligence (AI) into the educational space of higher education as a response to the challenges of transforming the cognitive sphere of modern students. The relevance of the study is due to the need to adapt didactic approaches to the non-linear (rhizomatic) thinking of young people, characterized by fragmented perception, associativity, and high speed of switching between different information modalities. The authors prove that the use of generative AI models allows for the transformation of «clip» perception into a didactic advantage, ensuring the individualization of educational trajectories and the activation of meaning-making. Within the framework of the study, the transformation of speech interaction in the «teacher – AI – student» system is analyzed, where artificial intelligence acts as a «cognitive navigator» and mediator. The psycholinguistic aspects of «human – machine» communication are highlighted, in particular, the importance of prompt engineering as a tool for structuring non-linear thinking. Special attention is paid to the practical experience of implementing interactive teaching methods at the National Academy of the National Guard of Ukraine. The paper details a system of exercises for different levels of training and specialties: from cadets-psychologists who use AI for primary psychodiagnostics and analysis of verbal markers, to adjuncts who practice strategies for countering counter-propaganda and psychological influence. For masters of the pedagogical profile, a methodology for reflexive analysis of the ethical boundaries of AI use is proposed, which contributes to the formation of professional responsibility. The results of the approbation confirm an increase in the level of cognitive engagement of students by 35–40% and a significant reduction in communicative anxiety. It is proved that the integration of AI into communication-oriented educational components contributes to the development of critical media literacy and «digital resilience» of future officers and psychologists, which is crucial in the context of modern hybrid aggression. The article concludes that the strategic combination of AI technological capabilities with a psycholinguistic understanding of the nature of non-linear thinking opens up new prospects for improving the quality of professional training in the security and defense sector.