Algorithmic ally or autonomous authority? Exploring the impact of artificial intelligence on social science students
Abstract
The article explores the impact of artificial intelligence (AI) on social science students. It examines the dual role of AI as a potential ally in learning, facilitating the personalization of the educational process and easing access to information, and as an autonomous authority capable of fostering dependence and reducing critical thinking. The analysis is based on the results of an empirical study conducted among students of Russian universities studying sociology, political science, and international relations. The study aims to identify students’ perceptions of AI tools and assess their impact on learning motivation, autonomy in learning, and the development of analytical skills. Particular attention is paid to the ethical aspects of using AI in education and the potential risks associated with excessive reliance on algorithmic recommendations. Based on the data obtained, recommendations are proposed for the integration of artificial intelligence into the educational process of social sciences, promoting the development of critical thinking and student autonomy.
About the Authors
Mehriya Yakupjanovna RozyyevaTurkmenistan
Student, Department of Philosophy and Sociology, Faculty of Social Humanitarian Sciences
Arslan Charyyevich Charyyev
Turkmenistan
Head of Department of International Relations, Faculty of International Law and International Relations
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Review
For citations:
Rozyyeva M.Ya., Charyyev A.Ch. Algorithmic ally or autonomous authority? Exploring the impact of artificial intelligence on social science students. Kaspijskij nauchnyj zhurnal. 2025.
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