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ISSUE:    Pedagogy. Theory & Practice. 2025. Volume 10. Issue 12
COLLECTION:    Digital Education

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Digitalization of pedagogical communication in the era of artificial intelligence: an analytical review

Larisa Aleksandrovna Darinskaia
Saint Petersburg State University

Anna Nikolaevna Oskina
RANEPA, St. Petersburg
Submitted: December 18, 2025
Abstract. The aim of the study is to identify the challenges of pedagogical communication’s digitalization through a scientific and analytical review of literature, focusing on balancing applied tools and technologies, innovations, ensuring safety, and preserving the agency of educators and students. The article presents an analytical review of 41 publications selected from the eLibrary and Google Scholar databases, using keywords such as “искусственный интеллект” (artificial intelligence), “образование” (education), “artificial intelligence”, “AI”, and “education” for the period 2020-2025, alongside earlier articles describing general trends in educational development within the context of technologization and digitalization. The article’s structure includes sections covering themes related to the safety and AI literacy of educational stakeholders, including in inclusive education, as well as issues of personalization, prompting, speech transcription, and intercultural communication. The scientific novelty of the research lies in its synthesis of information, based on a selection of recent Russian and foreign studies, regarding the assessment of safety and the preservation of agency among participants in the educational process during their interaction, including with artificial intelligence (AI). As a result of the study, conditions contributing to the solution of this problem were identified, including: maintaining a balance between the benefits of AI personalization and preserving the teacher’s role as an active communicative agent; simplifying AI-generated texts to adapt complex educational and professional material; pedagogical oversight when using AI services with limited audio and video transcription functionality as auxiliary tools; maximizing the didactic potential of prompting; facilitating intercultural communication and the adaptation of international students with AI application, while balancing student autonomy and teacher support; leveraging the diverse roles of AI for adapting learning texts and enhancing the digital literacy of all participants in digital inclusive education; and delegating routine workloads to a digital teaching assistant.
Key words and phrases:
педагогическое взаимодействие
цифровая образовательная среда
грамотность в области искусственного интеллекта
инклюзивное образование
межкультурная коммуникация
pedagogical interaction
digital educational environment
literacy in the area of artificial intelligence
inclusive education
intercultural communication
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