PEDAGOGICAL EFFECTIVENESS OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN TEACHING POLITICAL SCIENCE AT HIGHER EDUCATION INSTITUTIONS
DOI:
https://doi.org/10.5281/zenodo.20138691Keywords:
political science, artificial intelligence, generative AI, higher education, pedagogy, academic integrity, critical thinking, digital literacy, assessment, political analysis.Abstract
This article examines the pedagogical effectiveness of using artificial intelligence technologies in
teaching political science at higher education institutions. The study is based on recent international guidelines
and emerging discipline-specific evidence. UNESCO’s guidance on generative AI in education emphasizes
human-centered use, privacy protection, and pedagogically grounded integration, while OECD materials
argue that AI should be treated both as a tool for learning and as a subject of learning. Research conducted
in political science and international relations classrooms demonstrates that AI can support conceptual
clarification, formative writing assistance, simulation-based learning, and student engagement. However, it
also raises serious concerns regarding academic integrity, over-reliance, source criticism, and the weakening
of independent analytical reasoning. The article argues that pedagogical effectiveness is determined not by the
mere presence of AI, but by the quality of instructional design, assessment architecture, teacher mediation, and
students’ critical AI literacy. On this basis, the article proposes key methodological directions for the effective
and responsible integration of AI into political science teaching in higher education.
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