Teaching Foreign Literature and Russian as a foreign language in the Age of Artificial Intelligence

• Kseniia M. Baranova

  Kseniia M. Baranova. Moscow City Pedagogical University. Moscow. Russia

• Tatyana N. Bokova

  Tatyana N. Bokova. Moscow City Pedagogical University. Moscow. Russia

• Nadezhda S. Shalimova

  Nadezhda S. Shalimova. Moscow City Pedagogical University. Moscow. Russia

This article examines the prospects of integrating artificial intelligence capabilities into academic communication and teaching practice, concluding that responsible and conscious application of AI technologies is necessary. The aim of the work is to identify the effective methods, and ethical boundaries of using AI systems for developing students' creative abilities in the process of studying foreign literature and Russian as a foreign language. The research employs a comprehensive approach, including theoretical analysis of scientific and methodological literature, comparison of traditional and innovative pedagogical practices, as well as synthesis of results from empirical understanding of AI implementation experience in the educational process. The main risks of AI application have been identified (discourse homogenization, standardization of thinking, threat to academic integrity). A classification of productive AI techniques is proposed: content visualization (book trailers, collages), creation of historicalcultural, linguistic-cultural commentaries, work with narrative and event chronology. The research results can be used in the practice of teaching foreign literature and Russian as a foreign language in higher education institutions, in the development of teaching materials. A systematic classification of methods and techniques for teaching foreign literature Russian as a foreign language considering AI capabilities is proposed, allowing not only automation of routine tasks but also deepening students' analytical work. The necessity of transitioning from traditional forms (reading/retelling) to critical analysis and co-creation is substantiated, where AI acts as a tool rather than a replacement for cognitive activity. It is concluded that AI technologies are productive for creating visual and reference content but cannot replace comprehensive philological text analysis, reflection, and live discussion, which remain the prerogative of the teacher.

Keywords: foreign literature, Russian as a foreign language, artificial intelligence, literary text analysis, digital transformation of education, teaching methods at the university