Emotional Intelligence and Implicit Interdisciplinary Skills: Key Components for Effective Digital And AI-Enhanced Learning

Makhachashvili, Rusudan та Semenist, Ivan та Копитіна, Анастасія Сергіївна та Бахтіна, Анна Олегівна та Білик, Катерина Миколаївна (2024) Emotional Intelligence and Implicit Interdisciplinary Skills: Key Components for Effective Digital And AI-Enhanced Learning Proceedings of the International Multi-Conference on Society, Cybernetics and Informatics, IMSCI, 1. с. 99-106. ISSN 2831-722X

Текст R_Makhachashvili_I_Semenist_A_Kopytina_ta_in_MKonf_2024_FRGF.pdf Download (1MB)

Анотація

The theoretical problems of holistic, multidimensional modeling and prognostication of reality and society development are informed by the dialectics of deterministic and fuzzy interaction of objects, signs of their reception and interpretation (in the field of individual and collective consciousness), embodiment, consolidation, and retransmission of the results of interaction of these systems of features in an event horizon that is qualified as a ‘singularity’ – the state-of-the-art of technology development that facilitates multiple unpredictable outcomes. Transformative shifts in the knowledge economy of the XXI century, Industry 4.0 and Web 4.0 development and elaboration of the networked society, and emergency digitization of all social communicative spheres due to pandemic measures have imposed pressing revisions onto interdisciplinary and cross-sectorial job market demands of university-level education, curriculum design, and learning outcomes. Transgression of "real life" into a digital format necessitates the adaptation of the educational process to the new requirements of online being and the new labor market in particular. To meet their needs, higher education must keep pace with the times and predict the soft and hard skills required in the online dimension. The article dwells on criteria measuring students' academic success in the digital environment. An additional empirical diagnostics of students’ interaction with AI-enhanced technologies and tools was conducted to distinguish implicit and explicit components of emotional intelligence requests in digital education. Incremental skills for productive online education were distinguished as a property that can be acquired during learning (incremental implicit theory), and stable skills, constant and unchanging (stable implicit theory). The impact of emotional intelligence and implicit/explicit abilities on academic success is discussed.

Тип елементу :	Стаття
Ключові слова:	artificial intelligence; digital education; emotional intelligence; explicit skills; implicit skills; interdisciplinarity
Типологія:	Статті у базах даних > Scopus
Підрозділи:	Факультет романо-германської філології > Кафедра германської філології
Користувач, що депонує:	Русудан Кирилевна Махачашвілі
Дата внесення:	28 Жов 2024 08:05
Останні зміни:	28 Жов 2024 08:05
URI:	https://elibrary.kubg.edu.ua/id/eprint/49915

Actions (login required)

Перегляд елементу