1. Heffernan N.T., & Heffernan, C.L. (2014). Assessing the Impact of Intelligent Tutoring Systems on Student Learning. Journal of Educational Psychology, 106(4), 1380-1398.

2. Koller, D., & Ng, A. (2016). The Future of Education: Artificial Intelligence. Stanford Online.

3. Voronina D.K. (2024). Neyronnye seti v obrazovanii: ugrozy, vyzovy i perspektivy. Izvestiya Rossiyskogo gosudarstvennogo pedagogicheskogo universiteta im. A.I. Gercena, № 212, S. 126-136.

4. Gasanova R.R., & Romanova, E.A. (2024). Iskusstvennyy intellekt v vysshey shkole: problemy, vozmozhnosti, riski. Vestnik Rossiyskogo universiteta druzhby narodov. Seriya: Informatizaciya obrazovaniya, 21(4), 501-515. DOI:https://doi.org/10.22363/2312-8631-2024-21-4-501-515.

5. Bermus A.G., & Sizova, E.V. (2024). Pedagogicheskie, lingvodidakticheskie i psihologicheskie usloviya ispol'zovaniya ChatGPT v sisteme vysshego obrazovaniya: sistematicheskiy obzor. Nauchno-metodicheskiy elektronnyy zhurnal «Koncept», № 11, S. 150-166. DOI:https://doi.org/10.24412/2304-120X-2024-11183.

6. Bettayeb A.M., Abu Talib, M., Sobhe Altayasinah, A.Z., & Dakalbab, F. (2024). Exploring the impact of ChatGPT: conversational AI in education. Frontiers in Education, 9, 1379796.

7. Wang T. (2023). Navigating Generative AI (ChatGPT) in Higher Education: Opportunities and Challenges. In C. Anutariya et al. (Eds.), Smart Learning for A Sustainable Society (pp. 215-225). Springer. DOI:https://doi.org/10.1007/978-981-99-5961-7_28.

8. Uden L., & Ching, G.S. (2024). Activity Theory-based Ecosystem for Artificial Intelligence in Education (AIED). International Journal of Research Studies in Education, 13(5).

9. Gricay L.A. (2025). Krizis pis'mennyh zadaniy: neobhodimost' izmeneniya formata obucheniya studentov v epohu iskusstvennogo intellekta. V sb.: Cifrovaya gumanitaristika i tehnologii v obrazovanii (DHTE 2025) (S. 155-169). M.: FGBOU VO MGPPU.