RESEARCH TECHNOLOGIES FOR TEACHING THE HISTORY OF UKRAINE USING ARTIFICIAL INTELLIGENCE IN THE EUROPEAN AND NATIONAL EDUCATIONAL AND LEGAL CONTEXT

Abstract

The article is devoted to the implementation of research technologies for teaching Ukrainian history in the context of the active introduction of generative artificial intelligence into the educational process of higher education institutions. Its relevance is determined by the digital transformation of education, the spread of artificial intelligence tools, and the need to comply with European and national educational and legal norms in the field of AI use.

The aim is to analyse the potential of research technologies for teaching Ukrainian history with the use of generative artificial intelligence in the European and national educational and legal context (using the example of the academic disciplines «History of Ukraine in the Lithuanian-Polish period» and «History of Ukraine in the second half of the 20th century – early 21st century»).

Methodology. The methodological basis consists of the following approaches: competence-based, which made it possible to consider AI as a tool for shaping the professional and digital competences of future historians and history teachers; activity-based – involving students in research-based learning activities using AI tools; systemic – considering the use of AI technologies in teaching Ukrainian history as a holistic pedagogical process that combines regulatory and legal requirements, educational programmes, the activities of teachers and students, as well as the content and results of historical education.

The research employed a set of methods, including the analysis of educational programs and course syllabuses for the specialties «History and Archaeology» and «Secondary Education (History and Civic Education)» in order to identify opportunities for integrating AI into research-based technologies for teaching the history of Ukraine. An analysis of the regulatory framework of the European Union and Ukraine, along with relevant academic publications, made it possible to outline the legal and ethical boundaries of using generative AI in historical education.

Pedagogical observation of the educational process enabled the identification of practical aspects and challenges related to the use of AI tools in students’ educational and research activities. The generalization of the author’s teaching experience in delivering the courses «History of Ukraine in the Lithuanian-Polish Period» and «History of Ukraine from the Second Half of the 20th Century to the Early 21st Century» provided the basis for developing practical case studies on the pedagogically appropriate use of generative artificial intelligence.

Scientific novelty lies in the integration of European AI-related legislation into the methodology of teaching the history of Ukraine; in substantiating an approach that interprets generative artificial intelligence as an auxiliary tool for selecting, conducting preliminary analysis, and structuring information without replacing students’ independent analytical activity; and in combining research-based history teaching technologies with issues of information security in the context of wartime challenges.

Conclusions. Pedagogically sound and ethically responsible use of artificial intelligence technologies in teaching the history of Ukraine contributes to the development of students’ research, analytical, and digital competencies, provided that regulatory requirements are observed and the leading role of the instructor is preserved. The use of AI as an auxiliary tool enhances the research-oriented nature of learning, fosters critical thinking, and prepares future historians and history teachers for professional activity under conditions of digitalization.