ІНТЕГРАЦІЯ ІНСТРУМЕНТІВ ШТУЧНОГО ІНТЕЛЕКТУ У ПРОЦЕС ПІДГОТОВКИ МАЙБУТНІХ СОЦІАЛЬНИХ ПРАЦІВНИКІВ У США

Oleksandr Anatoliiovych Popov

doi:10.32999/ksu2413-1865/2026-113-16

Oleksandr Anatoliiovych Popov Yuriy Fedkovych Chernivtsi National University https://orcid.org/0000-0002-7135-0476

DOI: https://doi.org/10.32999/ksu2413-1865/2026-113-16

Keywords: artificial intelligence, AI tools, AI literacy, professional training of social workers, higher education in the USA

Abstract

Purpose. The article analyzes current practice of introducing artificial intelligence tools into social workeducation in the United States and determines the prospects of their implementation in Ukrainian highereducation institutions. Methods. The study was carried out in the form of desk research and involved the searchfor and processing of scientific sources and publications posted on the official websites of American highereducation institutions and professional organizations in the field of social work, as well as their further analysis,systematization, generalization, and the articulation of author’s own conclusions regarding the possibilitiesof adapting American experience to Ukrainian realities. Results. The definition of “artificial intelligence” provided in the American National Artificial Intelligence Initiative Act of 2020 was taken as the terminologicalbasis for the study. The goals set by the U.S. Council on Social Work Education in the Strategic Plan for2026–2030 were analyzed. The institution’s pursuit of leadership in the field of artificial intelligence,particularly regarding the possibilities and consequences of its application in the interests of social work,is emphasized. Two main approaches to adapting core social work competencies to the rapid developmentof artificial intelligence are identified: supplementing the content of existing competencies or introducinga new competence, addressing AI for social workers. The measures implemented in the USA to form AIliteracy of social work students are characterized. Examples of the integration of artificial intelligence toolsinto the professional training of future social workers are provided, including those developed by Americanhigher education institutions themselves. Conclusions. Three approaches to integrating artificial intelligenceinto U.S. social work education programs are highlighted, namely: developing artificial intelligence literacyamong students, applying available generative artificial intelligence tools in the educational process, developingAI-based software products aimed at future social workers. The rationale for studying and considering eachU.S. approach within the Ukrainian context is determined.

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THE USE OF ARTIFICIAL INTELLIGENCE TOOLS IN THE PROFESSIONAL TRAINING OF FUTURE SOCIAL WORKERS IN THE USA

Abstract

References