DIDACTIC PRINCIPLES OF USING ARTIFICIAL INTELLIGENCE IN TEACHING GENERAL LINGUISTICS

Abstract

This article examines the didactic principles underlying the use of artificial intelligence (AI) technologies in teaching the course General Linguistics in higher education institutions. The study is conducted within a descriptive-analytical framework and analyzes the pedagogical potential of AI tools in facilitating the acquisition of the theoretical content of general linguistics. Based on key didactic principles—scientific rigor, systematicity and consistency, consciousness and learner activity, individualization, the unity of theory and practice, and academic integrity—the article identifies both the possibilities and limitations of AI application in the educational process. The research findings demonstrate that artificial intelligence, when employed as a supplementary didactic tool in teaching general linguistics, contributes to the development of students’ conceptual thinking, research skills, and cognitive engagement. At the same time, it is substantiated that the unsystematic or methodologically ungrounded use of AI may lead to a superficial assimilation of theoretical knowledge. In conclusion, the article formulates the didactic foundations for the effective integration of artificial intelligence into the teaching of general linguistics.