Use of artificial intelligence technologies and tools while teaching English language linguo-sociocultural competence to students in philological higher educational institutions

The article analyzes the use of artificial intelligence tools in the process of developing English-language linguosociocultural competence in philology students at higher education institutions. The aim of the research is to determine the impact of AI tools on the educational process. The rationale for the inclusion of AI-based platforms is provided, both in practical classes and during students’ independent work. Examples of relevant platforms and applications that may be useful for both teachers and students in forming linguosociocultural competence are presented, along with brief descriptions of each platform. Key areas for AI application by teachers are highlighted, including student instruction in subjects or courses, peer interaction with educational process participants, involvement in the organization of a safe and healthy educational environment, management of the educational process, facilitation in the execution of administrative tasks, continuous professional development, and assistance in teacher qualification improvement. The advantages of AI use are described, such as automation, inclusivity, universal accessibility, individualization, adaptability, and others, as well as disadvantages like the risk of violating academic integrity, development of dependency on technology that may lead to a decline in cognitive abilities such as critical and creative thinking, and the falsification and fabrication of responses provided by chatbots.