ARTIFICIAL INTELLIGENCE IN EDUCATION AND SCIENCE

Abstract

Dear readers, researchers, authors of articles!

Artificial intelligence affects education, science, economics, technology, and labor markets. The speed of decision-making and document development, the search for new ideas and data are changing. The number of researchers using neural networks for their research is growing, with almost 50% of scientists confident that they benefit their scientific activities. This is confirmed by the preliminary report for 2025 of the academic publication Whiley [1]. There has been an exponential growth in publications devoted to various aspects of the use of artificial intelligence in education, especially after 2022, including issues of AI ethics, digital literacy, and data management [2]. Researchers most often use artificial intelligence to review literature, search for and structure new ideas, edit texts, and collect data. An Oxford University Press study indicated that 75% of the surveyed scientists used machine translation services (49%), chatbots (43%), and search engines (25%) in their research activities as early as 2024 [3].

However, the involvement of such an assistant as artificial intelligence in scientific work requires high erudition, expert knowledge and considerable experience to assess the quality of the result of the creation of neural networks critically. The introduction of artificial intelligence into scientific and educational activities requires not only a balanced and responsible approach, but also strengthening the training of specialists with skills in working with neural networks. In particular, V.S. Katkalo, Director of the Higher School of Economics, speaks in an interview about the importance of digital competencies of business school graduates, allowing them to make decisions about business development and implement the digital transformation of an organization [4].

Important conditions for the successful implementation of artificial intelligence in the educational and scientific processes of universities are the willingness of employees to change, emotional peace and psychological security [2]. The researchers assess the potential willingness of school teachers to apply AI technologies in their educational practice [5]. According to statistics in 2023 about 5% of Russian scientific organizations and about 10% of universities used AI for their own purposes, every second organization sees prospects for further use of AI tools in their activities, 25% of scientific organizations and 38% of universities that already use AI believe that such technologies will radically change the structure of internal processes in science in coming years (33%) [3].

In this context, it is interesting to study [6] national strategies for the digital transformation of higher education based on the materials of India, China and South Africa, showing digital transformation not only as a technical modernization, but also a project that includes institutional concepts, a regulatory framework, and the formation of the role and objectives of universities as reflexive and adaptive agents of social change and the implementation of innovative potential [6].

The introduction of artificial intelligence into the scientific and educational activities of universities requires not only understanding the speed and scale of technological change, but also the constant provision of scientists, teachers, and students with opportunities to improve their skills in this field. For example, methodological and problem-based seminars, discussion of the experience of using AI tools, as well as participation in additional education programs have become important elements of work at the NovSU Institute of Economics, which I head.

Dear readers and authors of the articles of the journal Beneficium, this introductory article by the editor-in-chief is considered as a call for discussion, consideration of practical experience, problems, risks, prospects and advantages of using artificial intelligence in scientific and educational activities of universities and scientific institutions. How can we ensure that completing learning tasks using neural networks does not devalue the student's work and graduate qualifications? How can we ensure the ethical use of this tool? How to avoid misinformation and the reduction of creative and critical thinking when engaging in artificial intelligence? Colleagues, I invite you to analyze the achieved level of application of AI tools and develop conceptual approaches to the integration of digital transformation services into the processes of functioning and development of education and science in our country.

Yours faithfully,

Editor-in-Chief, Director of Institute of Economics Yaroslav-the-Wise Novgorod State University, Cand. Sci. (Economics), Docent Vladimir A. Trifonov

References

• Nauka v epohu II [Science in the age of AI] (2025). Vedomosti. (In Russ.). URL: https://www.vedomosti.ru/partner/articles/2025/11/26/1157635-nauka-epohu (accessed on 12.02.2026).
• Tunkevichus O.A. Higher Education Readiness to Implement Artificial Intelligence: a Bibliometric Analysis // Moscow University Economics Bulletin. 2025. Vol. 60(3). Pp. 319-347. (In Russ.). DOI: 10.55959/MSU0130-0105-6-60-3-14
• Iskusstvennyj intellekt v nauke [Artificial intelligence in science] (2025). Dzen. (In Russ.). URL: https://dzen.ru/a/Z63szCUpaCxVaMlQ (accessed on 13.02.2026).
• Valerij Kat'kalo: "Cifrovye tekhnologii privedut k revolyucii v biznes-obrazovanii" [Valery Katkalo: "Digital technologies will lead to a revolution in business education"] (2025). Vedomosti. (In Russ.). URL: https://www.vedomosti.ru/ideas/education/characters/2025/11/24/1157377-valerii-katkalo-tsifrovie-tehnologii-privedut-k-revolyutsii-v-biznes-obrazovanii (accessed on 13.02.2026).
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• Ustyuzhantseva O. Imagining the Digital University: Infrastructural Logics and Institutional Futures in the Global South // Foresight and STI Governance. 2025. Vol. 19(4). Pp. 25-36. (In Russ.). DOI: 10.17323/fstig.2025.29082