| Author(s) | Collection number | Pages | Download abstract | Download full text |
|---|---|---|---|---|
| Бобарчук О. А., Денисенко С. М., Гальченко С. М. | № 1 (89) | 33-45 |
|
|
The article examines the implementation of artificial intelligence in the educational process with the aim of improving the professional training of future specialists in the publishing and printing industry. In particular, it considers the potential of artificial intelligence tools for developing analytical and critical thinking skills in students at the stage of forming skills in analyzing the visual and stylistic features of images, which is an integral part of their modern professional training. The wide range of possibilities offered by artificial intelligence requires students not only to master the skills of using such tools, but also to critically evaluate their results. Individualized artificial intelligence models are of particular interest. Individual GPT models are personalized models that are specially customized versions of the standard ChatGPT application. Such models have particular potential in education. First, because they can provide fully personalized learning that is both tailored to each student and accessible to many students at the same time. This is because teachers can fine-tune GPT models for specific educational tasks within a particular discipline, topic, or question. The teacher determines the educational content based on the specific learning situation and the unique needs and scenarios for its use. In this way, the individualized GPT becomes a kind of virtual personalized facilitator that individually accompanies each individual student within a specific course. The development of a personalized GPT chatbot involves six key stages (planning, data and resource collection, development of a personalized chatbot, testing its main functions and scenarios, implementation of the created chatbot, ensuring the functioning of the chatbot, and its development). Technical implementation is only one component of the development process; it is important to competently integrate the created personalized chatbot into the learning environment, combining it with other learning resources. Preliminary testing demonstrates the possible didactic potential of such a tool when used in the learning process.
Keywords: analytical skills, artificial intelligence, GPT model, professional training, information technology.
doi: 10.32403/0554-4866-2025-1-89-33-45
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