WSPOMAGANIE BADAŃ PEDAGOGICZNYCH PRZEZ SZTUCZNĄ INTELIGENCJĘ
ADVANCING PEDAGOGICAL RESEARCH THROUGH ARTIFICIAL INTELLIGENNCE

Summary/Abstract: AbstractThe advent of the fourth industrial revolution, propelled by robotics, digital transformation, and the burgeoning realm of artificial intelligence (AI), presents a formidable challenge across various scientific domains, notably within pedagogical sciences. Contemplations within this field predom- inantly revolve around the integration of technology into the pedagogical landscape and its impact, both constructive and disruptive, on the cognitive development of individuals across different age brackets. However, scholarly discourse infrequently delves into the broader cultural milieu, the cultivation of creativity, innovative paradigms, or the intricate dynamics of human engagement in the intersecting realms of actuality and virtuality. The utilization of AI in scientific inquiry and the crafting of scholarly documents such as reports, monographs, and academic articles typically re- mains marginalized in mainstream pedagogical dialogues.The pervasive ambiguity in understanding AI concepts, their associations, and references often engenders public debates veering toward astonishment, alarm, and apprehension, predominantly fixating on the perceived perils accompanying AI advancement. Yet, AI stands poised as a poten- tially invaluable instrument across diverse domains of human endeavor, including the sphere of scientific comprehension.This presented discourse endeavors to bridge this informational void by delineating the arenas wherein AI can be pragmatically employed within educational practice. Crucially, it also illumi- nates the prospects of its utilization across all phases of pedagogical inquiry. The author assumes a neutral stance, neither fervently advocating for nor staunchly opposing the proliferation of AI, while acknowledging ethical, legal, social, and cultural arguments. This exposition not only iden- tifies the realms wherein AI can be deployed but also adopts a reasoned, non-emotive approach toward existing perils.

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