METHODOLOGICAL FOUNDATIONS OF DESIGNING TASKS USING ARTIFICIAL INTELLIGENCE IN LITERARY EDUCATION

Abstract

This article examines the methodological foundations of designing learning tasks in literary education using artificial intelligence (AI). It explores how AI capabilities in a digital environment enhance students’ skills in text comprehension, analysis, interpretation, and critical evaluation. Key design criteria include aligning learning goals, text features, and cognitive levels. The study demonstrates generative AI’s potential to craft tailored problem-based, analytical, and creative tasks, emphasizing AI not as a shortcut to ready answers, but as a catalyst for independent literary thinking.