Integrating Artificial Intelligence and Multimedia Technologies into Teaching Philological Disciplines: A Modern Educational Model
DOI:
https://doi.org/10.69760/gsrh.0260303005Keywords:
philological education, artificial intelligence, multimedia technologies, language and literature teaching, translation studies, digital competence, higher educationAbstract
The accelerating digitalization of higher education has raised the problem of how philological disciplines — language, literature, and translation studies — can be modernized without losing their humanistic and text-centred character. While artificial intelligence and multimedia technologies are increasingly present in university classrooms, their systematic pedagogical integration into the teaching of philological disciplines remains insufficiently theorized. The purpose of this study is to develop an integrated educational model for combining artificial intelligence and multimedia technologies within the teaching of philological disciplines at higher education institutions. The research employs a qualitative design based on descriptive and comparative analysis, synthesis, generalization, pedagogical observation, and a case-study approach applied to contemporary scholarly literature, international policy documents, and current teaching practice. The findings indicate that generative artificial intelligence systems and multimedia resources jointly support the development of linguistic, literary-analytical, translation, and digital competences, while enhancing learner engagement, accessibility, and individualization of instruction. At the same time, hallucinations, academic integrity risks, algorithmic bias, copyright ambiguity, and overreliance on automated tools require sustained pedagogical supervision. It is concluded that the modernization of philological education should be approached not as the replacement of close reading, linguistic analysis, and translation craftsmanship, but as their technology-enhanced extension, with the instructor retaining central responsibility for meaning-making, ethical guidance, and critical interpretation.
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