Изкуството на комуникацията с изкуствения интелект – практически насоки за учители

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This article examines communication with artificial intelligence (AI) as a new pedagogical art and key professional competence for the contemporary teacher. In the context of the widespread integration of generative AI technologies in educational practice, the study presents a methodological framework consisting of four fundamental principles for effective interaction: defining role, formulating task, providing context, and requiring specific format. Through systematic analysis of the results from applying these principles, measurable improvements are demonstrated in the quality of educational materials, optimization of administrative processes, and development of professional competencies among pedagogical specialists. The article conceptualizes AI interaction not as a technical skill but as a creative process requiring balance between the scientific rigor of prompt engineering and pedagogical wisdom. Critical analysis reveals ethical challenges related to technological dependency, authorship issues, and the reproduction of biases in AI systems. Particular attention is devoted to the transformation of the teacher’s role from information transmitter to knowledge curator who critically evaluates, contextualizes, and adapts generated content according to specific educational objectives and student characteristics. The study emphasizes that artificial intelligence does not replace but rather expands teachers’ capabilities, functioning as an intelligent partner in the creative pedagogical process. The conclusions outline perspectives for future research on the long-term effects of AI integration, development of specialized pedagogical tools, and formation of ethical frameworks for responsible use of generative technologies in educational contexts. The article offers a practically oriented methodology that can assist pedagogical specialists in mastering the digital art of teaching in the age of artificial intelligence.

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