A COACHING APPROACH TO THE FORMATION OF META-SKILLS "COOPERATION" WITH ARTIFICIAL INTELLIGENCE

Powerful shifts in the field of information technology have presented Ukraine's university education with the challenge of forming a generation capable of ethical management of artificial intelligence. The new technological reality also requires skills of a broader nature than soft skills. Such skills are justifiably defined as ‘meta-skills of the new era’. The article presents theoretical and methodological research on the formation of meta-skills using coaching technology. Educational coaching is recognised as effective by the results of raising human virtues to a level inaccessible to any technology. Methodologically, coaching takes place through Socratic-like dialogues, in the course of which a trusting relationship is established between a coach and a learner. In a professionally organised training, a student becomes a situational like-minded coach at the mental level in focusing on a specific goal and receives professional advice on networking as a way to achieve it. Coaching is less about theoretical professional training and more about the formation of leadership qualities derived from the five ‘talents’ defined by the founder of the meta-skills concept, M. Neumeier. In educational coaching, meta-skills are formed in the paradigm of the advantages of the authentic intelligence over machine intelligence, the superiority of humans over technology. Professional education is combined with the skills of ethical management of technological assistants and business assistants. The five meta-skills, which are designed to harmonise the student's relationship with artificial intelligence, will allow optimal distribution of the functions of artificial and authentic intelligence, with their functional combination achieving a synergistic effect in social and professional self-realisation. The compliance of coaching technology with the principle of personalisation of the student-centred learning trajectory is noted. These provisions should contribute to the practical implementation of coaching as a tool of forming meta-skills in university education. The conclusions point out the need to resume research on meta-skills acquired through coaching technology on the basis of generalising practices of their application.