THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR DEVELOPING STUDENTS’ INFORMATION SECURITY COMPETENCIES IN THE CONTEXT OF ARTIFICIAL INTELLIGENCE TOOL USE

Abstract

This article examines the theoretical and methodological foundations for developing students’ information security competencies in the context of using artificial intelligence tools. The rapid development of modern information and communication technologies significantly impacts the content and organization of the education system, particularly the integration of artificial intelligence tools, which expands students' capabilities in searching, analyzing, processing, and presenting information. However, alongside these opportunities, risks such as personal data disclosure, the spread of misinformation, and cybersecurity threats also arise. Therefore, developing information security competencies in students is a pressing pedagogical task for modern higher education. It addresses issues related to personal data protection in the digital learning environment, the assessment of information reliability, the identification of cybersecurity threats, and the responsible use of artificial intelligence technologies. Furthermore, the article substantiates the importance of competency-based, systems-based, activity-oriented, and learner-centered approaches, and describes the structural components of information security competencies and the pedagogical conditions required for their development. The proposed theoretical approaches may serve as a foundation for fostering a culture of digital security among students in higher education institutions. The purpose of the article is to elucidate the theoretical and methodological foundations for developing students' information security competencies in the context of using artificial intelligence tools, to identify its structural components, and to substantiate directions for improving the pedagogical process.