PRESERVING THE SENIOR SECONDARY SCHOOL STUDENT'S POSITION AS A SUBJECT IN INTERACTION WITH GENERATIVE ARTIFICIAL INTELLIGENCE AS A CONDITION FOR THE FORMATION OF ENGINEERING THINKING

The article addresses the problem of the formation of engineering thinking in senior secondary school students under the conditions of widespread use of generative artificial intelligence. It is shown that turning to a large language model when solving an engineering task shifts the student from the position of a subject of inquiry to that of a recipient of a ready-made answer. Drawing on the culturological and subject-activity approaches, the author justifies the preservation of the senior student's position as a subject in interaction with generative AI as a self-standing didactic condition for the formation of engineering thinking.