Development of Responsible Attitudes Towards Ai-Generated Results Among Future Computer Science Teachers

AI-powered platforms have become ubiquitous, and their use, particularly in educational institutions, has emerged as a significant issue. Students often turn to ChatGPT for solutions and then submit the generated responses as their own work. This has brought academic integrity into sharp focus. Another dimension of the problem is that students often lack the ability to formulate effective prompts and to critically evaluate the output. The authors conducted a survey on the use of language models by students. The results revealed a contradiction: while AI platforms are a product of progress and widely used across various domains, many instructors prohibit their use by students. The core issue lies in the way students interact with AI-generated content: they do not verify its accuracy or evaluate it critically. As a response, the authors introduced a selective course. This course taught students how to formulate queries correctly, how to evaluate information, verify its reliability, and assess sources. Education must respond swiftly to societal and technological changes and prepare students for real life. Therefore, it is reasonable to teach students how to use AI-generated content appropriately and transparently. It is also important to understand that information produced by AI is not always accurate. As such, a course that covers the regulatory framework and step-bystep guidance on working with AI tools is highly relevant and can be implemented in universities. An experimental study was conducted before and after the course was introduced. Students who completed the course improved their performance: the percentage of students with a high level of proficiency increased to 36 %. They began verifying sources, correcting AI-generated content, and engaging in critical thinking. This paper presents the course content, the results of the experimental study, and outlines directions for further research.