PHILOSOPHICAL PRINCIPLES OF IT EDUCATION AS A TOOL FOR DEVELOPING CRITICAL THINKING
Abstract
The article examines the philosophical foundations of IT education as a tool for developing critical thinking in the context of modern educational challenges and transformations in Ukraine. The author analyzes key patterns and educational matrices that determine the development of IT education, in particular: innovative sustainability of educational programs, integration of formal, informal, and informal education, digital inclusion and overcoming digital gaps, critical rethinking of existing educational practices, as well as the use of experience and experimental learning. Special attention is paid to the importance of developing technological ethics and social responsibility of IT specialists, who must understand the ethical consequences of their activities and adhere to the principles of intellectual property protection. The article also examines the impact of generative artificial intelligence technologies, such as ChatGPT, on the educational process, particularly their potential for personalization and interactivity of learning. Both the positive aspects of using such technologies and the risks associated with information accuracy, data biases, and privacy issues are identified. The author emphasizes the importance of developing new educational strategies that consider the advantages and limitations of generative AI, ensuring its safe and effective use to improve the quality of education. Based on the analysis, a conclusion is made about creating a new educational paradigm combining innovative approaches, critical thinking, digital inclusion, technological ethics, and scientifically based teaching methods. This will prepare IT specialists who can adapt to rapid changes and actively influence the formation of the future information society in the conditions of globalization.
Keywords: IT education, critical thinking, digital inclusion, educational patterns, innovative sustainability, generative artificial intelligence, technological ethics, educational matrix, integration of education, social responsibility.
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DOI: https://doi.org/10.26886/2520-7474.5(63)2024.1
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