The article aims to analyze the psychological opportunities and limitations of using artificial intelligence in the training of psychologists drawing on the recent empirical studies data. It examines the evolution of AI in education. A meta-analysis by Zhang et al. (2025) demonstrates that integrated cognitive and emotional support provided by AI yields the greatest outcome for knowledge acquisition. A review by Brassler and Krys (2026) highlights the psychological functions of generative AI, while a review by Prégent et al. (2025) systematizes the barriers to AI implementation. The paper substantiates the need to foster a “critical dialogue with AI” meta-competence in future psychologists. It concludes that AI serves as an effective tool that complements rather than replaces human interaction in the training of psychologists.
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