edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2025-2-159-174edscience-4138Research ArticleСОЦИОЛОГИЧЕСКИЕ ИССЛЕДОВАНИЯ В ОБРАЗОВАНИИSOCIOLOGICAL RESEARCH IN EDUCATIONОтношение к искусственному интеллекту в профессиональной и личной жизниAttitudes towards artificial intelligence in professional and personal lifehttps://orcid.org/0009-0006-6133-7872ЦеновМ. Ю.TsenovM. Y.

 Ценов Мартин Юлиянов – главный ассистент, профессор факультета образования и искусств 

ResearcherID KFR-1904-202419 

София 

Martin Y. Tsenov – Chief Assistant, Professor, Faculty of Educational Studies and the Arts 

ResearcherID KFR-1904-202419

Sofia 

mjcenov@uni-sofia.bghttps://orcid.org/0000-0002-2761-1376БакрачеваМ. A.BakrachevaM. A.

Бакрачева Маргарита Ангелова – доктор психологических наук, профессор факультета образования и искусств  

ResearcherID AAL-2154-2021 

София 

Margarita A. Bakracheva – Dr. Sci. (Psychology), Professor, Faculty of Educational Studies and the Arts 

ResearcherID AAL-2154-2021

Sofia 

mbakrachev@uni-sofia.bgСофийский университет им. Св. Климента ОхридскогоБолгарияSofia University St. Kliment OhridskiBulgaria202503022025272159174Copyright © Ценов М.Ю., Бакрачева М.A., 20252025Ценов М.Ю., Бакрачева М.A.Tsenov M.Y., Bakracheva M.A.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/4138

Введение. Цифровая компетентность рассматривается как ключ к занятости, образованию и социальной сфере в XXI веке. При этом не существует универсальной основы для изучения отношения к искусственному интеллекту (ИИ) и его использованию в профессиональной и личной жизни. Цель. Целью настоящего исследования является определение отношения респондентов к преимуществам и угрозам ИИ, которые могут способствовать или препятствовать процессу интеграции интеллектуального ИИ в разные аспекты жизни. Методология, методы и методики. В этой статье представлены результаты пилотного исследования отношения к ИИ, проведенного на выборке из 125 болгарских студентов и специалистов. Дизайн исследования смешанный (количественный и качественный) и включает шкалы, фокус-группы и интервью. Результаты и научная новизна. Установлено, что как молодые, так и взрослые люди основывают свои мнения на оценке эффективности ИИ и находят положительные последствия в связи с облегчением выполнения задач, но имеют серьезные сомнения относительно безопасности работы и использования ИИ в социальной сфере и подчеркивают, что навыки ИИ должны стать частью образования. Выделенные будущие направления исследований связаны с дифференциацией образовательных, профессиональных и личных сфер, а также самооценкой цифровой грамотности с точки зрения фактических данных и современного уровня развития. Практическая значимость. Результаты исследования сосредоточены на осознанном мышлении, состоянии образовательной среды и редизайне образовательного контента, в частности, на формах критического взаимодействия и использовании ИИ.

Introduction. Digital competence is seen as key to employment, education, and social domains in the 21st century. At the same time, there is no universal framework for studying attitudes towards artificial intelligence (AI) and its use in professional and personal life. Aim. The aim of the present research is to outline respondents’ attitudes towards the benefits and threats of AI that may facilitate or hinder the process of intelligent AI integration into different aspects of life. Methodology and research methods. This article outlines results from a pilot study of attitudes towards AI, conducted with a sample of 125 Bulgarian students and professionals. The research design is mixed (quantitative and qualitative) and includes questionnaire, focus groups and interviews. Results and scientific novelty. The results reveal that both young people and adults base their opinions on their assessment of AI performance and find positive implications in terms of facilitating task performance, but have strong reservations concerning job security and the use of AI in the social sphere. They also suggest that AI skills need to become integrated into education. Future research directions highlighted include differentiating between educational, professional, and personal domains and self-assessing digital literacy from an evidence-based vs. state of the art perspective. Practical significance. Insights from this study focus on mindful mindset, educational settings and the redesign of educational content, particularly forms of critical engagement and use of AI.

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The authors declare that there are no conflicts of interest present.