The article provides a philosophical evaluation of the AI positioning within the educational process. The intensity of integrating innovative technologies into the education sector necessitates immediate theoretical and methodological organization. Philosophical discourse offers a critical understanding of the AI prospects in the pedagogical system in the context of various contemporary socio-cultural paradigms. This scholarly inquiry aims to systematize and compare methods of using AI in education based on value-based and goal-oriented criteria. The research methodology is focused on: general scientific methods of analytical clustering, which facilitate the study of practical mechanisms for the AI application in pedagogical activities; and philosophical methods, based on the dialectical and synergistic principles of educational innovation. The study's findings highlight problematic niches in the philosophical understanding of AI: existential, axiological, epistemological, methodological, and ethical. Interpreting the phenomenon of AI through the lens of contemporary philosophical-anthropological trends defines innovative tools as elements supporting human potential, which is shaped and realized during the educational process. The research prospects lie in developing theoretical and methodological guidelines for AI usage in the educational sphere. AI requires algorithmic coherence in its application, as it activates fundamental dimensions of philosophical-anthropological potential in the education participants. Cognitive, value-ethical, spiritual-emotional, and existential-worldview activities shape a comprehensive understanding of the individual. Therefore, society faces a dilemma regarding the influence of AI, where this innovative tool can serve to improve the quality of education in two ways: either by enhancing the pedagogical system or by being a factor in the enhancement of the individual
Kozub et al. (Tue,) studied this question.