Artificial Intelligence as a Factor in Transforming the Subjective Position of Students in Higher Education

In the context of the rapid digitalization of higher education and the widespread implementation of artificial intelligence (AI) technologies, the issue of transforming the students’ subjective position is becoming increasingly relevant. The significance of this study lies in the need to comprehend not only the technical but also the socio-humanitarian consequences of AI usage, particularly its impact on the personal and professional development of students. The aim of this work is to identify and analyze the challenges associated with the integration of AI into the university educational environment from the perspective of a subject-oriented approach, and to determine directions for the development of students’ subjectivity within an AI-mediated educational context. The scientific novelty of the research lies in the analysis of how AI technologies influence the transformation of students’ subjective position in the process of higher education digitalization. Special attention is given to the shift in their role from passive recipients of knowledge to active co-creators of the educational process. The study also formulates conceptual foundations for rethinking subjectivity in an AI-mediated educational setting, which can serve as a methodological basis for a subject-oriented approach in student-centered educational activities, as well as for further empirical research and educational program design. The methodological framework integrates subject-oriented and systems-activity approaches. The study employed survey methods (with a sample of 188 cadets from universities of the Federal Penitentiary Service) and content analysis, enabling an assessment of students’ level of subjectivity and their perception of AI. The main findings reveal the ambivalent nature of AI’s impact: it can foster critical thinking and autonomy when used consciously, but may diminish responsibility and reflexivity in cases of excessive reliance on algorithms. Correlations were found between student engagement, critical thinking, and responsibility in AI usage. The conclusions emphasize the need for pedagogical support aimed at maintaining a balance between technological innovation and the preservation of student subjectivity. Key conditions include the development of digital culture and the promotion of meaningful dialogue in the educational process. This work contributes to the ongoing discourse on the role of AI in education, proposing approaches to its integration that do not compromise students’ personal development.