Registration Number
2125U011213, Article
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Monograph, foreign edition, Монографія
Title
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Kot S. O.
Nykyporets S. S.
Кот С. О.
Никипорець С. С.
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01-09-2025
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Вінницький національний технічний університет
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https://ir.lib.vntu.edu.ua/handle/123456789/48974
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Educators and scholars international foundation
Description
The ongoing russian-Ukrainian war has posed unprecedented
challenges to Ukraine’s education system, particularly in technical universities where
the demand for English language competence remains high despite infrastructure
disruptions, displacement, and psychological stress. In this context, the development
of students’ critical thinking and cognitive engagement has become both a pedagogical
necessity and a form of intellectual resilience. This chapter investigates the integration
of Artificial Intelligence tools – specifically ChatGPT, Grammarly, and Quillionz –
into technical English instruction as a means of fostering higher-order thinking skills.
While global research highlights the potential of AI to enhance learning, most studies
overlook war-affected environments and discipline-specific needs of technical
learners. Through a theoretically grounded and practice-oriented analysis, this work
demonstrates how AI tools can serve not as replacements for educators, but as cognitive
scaffolds that support reflective writing, dialogic reasoning, and inquiry-based reading.
The findings reveal that when used under guided conditions, these tools encourage
metacognitive awareness, deepen conceptual understanding, and simulate professional
communication tasks. However, the study also cautions against uncritical use, pointing
to the risk of cognitive passivity and overreliance in the absence of pedagogical
framing. Drawing analogies with Ukraine’s broader struggle for independence and
agency, the chapter positions AI-assisted learning as a form of educational resistance
– one that equips students with the intellectual tools to think independently and act
purposefully. The chapter concludes by outlining key strategies for integrating AI into
curricula responsibly and calls for further research on long-term impacts, especially in
the post-war recovery phase.
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2026-10-22
