Authors

The integration of artificial intelligence (AI) technologies into education has allowed students to use selected AI tools in research work. However, along with its obvious advantages, the ability of generative AI to hallucinate raises questions regarding the effectiveness of its use for a variety of research tasks. In this paper, the authors a) review the regulatory and legal basis for the use of generative AI tools in research work in the preparation of texts of conference presentations, academic articles, term papers and qualification works; b) review pedagogical studies dedicated to describing the experience of using generative AI tools in solving research problems; c) propose the distribution of functions between a research supervisor, artificial intelligence and a student/researcher in the triad “teacher — artificial intelligence — student”. Generative AI tools can take over many functions that have traditionally been performed by teachers and research supervisors, as well as by young researchers. These include developing a research work plan, searching for research sources, conducting a literature review, writing an abstract, etc. At the same time, the authors claim that at the present stage it is reasonable to talk about a joint solution of a number of the above-mentioned research tasks by supervisors and researchers, using generative AI tools as an assistant, the feedback from which should be subjected to critical reflection and verification. By transferring some of the functions to generative AI, the teacher/ research supervisor is not excluded from the educational process and management of the student’s research work. Their functions are modified and supplemented with new ones to teach students how to interact with AI tools, correctly formulate prompts, critically evaluate the received feedback and take full responsibility for the process and the result of work with generative AI.