METHODOLOGY FOR USING GENERATIVE ARTIFICIAL INTELLIGENCE TO DEVELOP ACADEMIC WRITING SKILLS OF HIGHER EDUCATION STUDENTS

Abstract

The article is devoted to the urgent problem of transforming the educational process in the context of the rapid development of generative artificial intelligence technologies. The relevance of the study is driven by the necessity to shift from a strategy of banning AI to developing a scientifically grounded methodology for its ethical and critical integration into higher education. The purpose of the work is the theoretical substantiation and experimental verification of a model for using generative AI as an adaptive tutor for developing academic writing skills in higher education students. The study employs a comprehensive set of methods: theoretical analysis of scientific literature, classification of digital tools, modeling, and a pedagogical experiment. In the main body of the paper, a classification of AI services based on their functional purpose is proposed: generative models, specialized linguistic tools, and search-analytical systems. The authors develop a «Student – Artificial Intelligence – Teacher» interaction model that encompasses stages such as preparation, structuring, editing, and reflection. Particular attention is paid to the Socratic Prompting strategy, which stimulates the student's critical thinking through query-based questioning instead of obtaining ready-made texts. The results of the experimental study demonstrated that the implementation of the authors' methodology improved the quality of logical text construction and enhanced mastery of the academic style. It is proven that when the principles of query transparency and declaration of AI use are followed, the originality of the work remains high, and the writing process becomes more intentional. The proposed methodology allows for the transformation of artificial intelligence into an effective tool that promotes the professional development of research skills in higher education students.