HUMAN-CENTERED METHODOLOGICAL APPROACHES TO THE USE OF ARTIFICIAL INTELLIGENCE AND SOCIAL MEDIA IN EDUCATIONAL INSTITUTIONS

Abstract

The article explores humanitarian-oriented methodological approaches to the use of artificial intelligence and social media in contemporary educational institutions. The study is motivated by the rapid growth of digital technologies, which have significantly transformed pedagogical practices without sufficient methodological and ethical reflection. In this context, digital tools increasingly shape educational practices, communication patterns, and learning environments, creating new challenges for educators and educational institutions. The research is based on a qualitative analysis of institutional methodological work carried out by the teaching staff, including regular professional meetings, collective discussions, and reflective practices, aimed at aligning the use of digital tools with the humanitarian goals of education. The study emphasizes the importance of a systemic approach to working with digital content, develpoing critical information perception skills, and promoting responsible digital citizenship among students. These aspects are crucial for maintaining the educational mission of schools in the face of ongoing digital transformation. The article conceptualizes artificial intelligence as a supportive tool that can support pedagogical activity but cannot replace professional judgment, ethical responsibility, or the value-based orientation of teaching. Similarly, social media is seen as a specific pedagogical space that requires deliberate methodological guidance, critical supervision, and ethical regulation in order to prevent the erosion of educational values and to promote meaningful learning experiences. The conclusions presented in the article were partially formulated during discussions held at scientific and practical conferences and meetings of teachers’ methodological associations, where issues related to the impact of social media on the development of students’ critical thinking and value orientations are regularly addressed. As a result of the study, key methodological guidelines were identified, aimed at preserving the leading role of the educator, fostering a responsible attitude toward digital technologies, and sustaining the humanitarian dimension of education under conditions of digital transformation. These guidelines include the principle of human-centeredness as a fundamental orientation for the use of artificial intelligence; the principle of pedagogical responsibility, which presupposes a critical evaluation of results generated with the assistance of artificial intelligence; the principle of transparency in the use of artificial intelligence; and the principle of developing a reflective culture within the educational community.