DIDACTIC POTENTIAL OF GENERATIVE ARTIFICIAL INTELLIGENCE IN DEVELOPING THE ACADEMIC AND PROFESSIONAL SPEECH OF STUDENTS AT NON-PHILOLOGICAL HIGHER EDUCATION INSTITUTIONS

This thesis examines the didactic potential of generative artificial intelligence in developing the academic and professional speech skills of students at non-philological higher education institutions. The purpose of the study is to identify the pedagogical potential of generative artificial intelligence tools in developing students’ abilities to create coherent, logical, and professionally oriented statements in the Russian language. Particular attention is paid to the possibilities of using generative artificial intelligence in the preparation of academic texts, professional messages, abstracts, presentations, reasoned responses, and the modeling of professional communication situations. The study emphasizes that the use of such tools contributes to expanding speech practice, individualizing the learning process, and developing skills of text editing, self-control, and critical evaluation. At the same time, the necessity of a methodologically justified application of generative artificial intelligence is highlighted, in which digital tools support but do not replace students’ independent speech activities. The study concludes that the integration of generative artificial intelligence into the process of teaching Russian to students of non-philological universities has significant educational potential.