VII INTERNATIONAL CONFERENCE
Humanizing Technology:
Ethos of Science Communication in the Era of AI
Humanizing Technology:
Ethos of Science Communication in the Era of AI
November 19-20, 2025
Section under development
Dr. Elena Bazanova specializes in Higher Education pedagogies in TESOL contexts and has a wide range of publications reflecting her teaching and research, including ESP, EAP, and AI-based standardized testing for EAL learners. She received her PhD at Moscow State Linguistic University, where she did research into Internet-assisted language teaching at higher education level. She also holds a Diploma in Educational Management, (UK) and a Harvard Graduate Certificate in Business Rhetoric. She is currently Head of Foreign Languages Department, in addition to being President of the Association of Academic Writing Experts “National Writing Centers Consortium,” which she established in 2017. Elena is especially interested in promoting the global flow of Higher Education innovations in the practice and theory of teaching and learning across all disciplines in higher education.
Elena Bazanova
Ph.D. in TESOL, Associate Professor, President of the Association of Academic Writing Experts “National Writing Centers Consortium”, Director of Academic Writing Office, Russia
Nikolay Kudryavtsev is the author of more than 340 scientific works, 9 monographs (co-authored), and 32 patents. He has been invited to lecture and conduct research in the United States, France, and Italy. He has also been repeatedly invited to deliver original and review lectures at international conferences on shock tubes, aerothermochemistry, and chemical and gas-dynamic lasers.
From 2009 to 2012, he was a member of the Council for Science, Technology, and Education under the President of the Russian Federation.
From 2008 to 2021, he was a member of the International "Global Energy" Prize Council.
From 2007 to 2020, he was a member of the Supervisory Board of Schlumberger, the world's largest service provider for the fuel and energy sector.
Since 2008, he has been a member of the Skoltech Board of Trustees.
From 2009 to 2012, he was a member of the Council for Science, Technology, and Education under the President of the Russian Federation.
From 2008 to 2021, he was a member of the International "Global Energy" Prize Council.
From 2007 to 2020, he was a member of the Supervisory Board of Schlumberger, the world's largest service provider for the fuel and energy sector.
Since 2008, he has been a member of the Skoltech Board of Trustees.
Nikolay Kudryavtzev
D. Sc. (Mathematical Physics), President of Moscow Institute of Physics and Technology (MIPT), Corresponding Member of the Russian Academy of Education, Russia
Cand.Sc. (Mathematical Physics), Director of the Center for Agent AI Systems at Moscow Institute of Physics and Technology (MIPT), Head of the Laboratories for Fundamental AI Research (MIPT), Federated Learning Challenges (ISP RAS), and Mathematical Foundations of Distributed and Federated Learning (Innopolis University), Awardee of the "AI Leaders" and "Yandex ML Prize" awards.
Moderator of the Panel Discussion "AI in Education: From Technology to Human-Centric Values"
Moderator of the Panel Discussion "AI in Education: From Technology to Human-Centric Values"
Alexander Beznosikov
Аndrei Alekseev is an engineer-mathematician (1987, Faculty of Automated Control Systems, Leningrad Higher Military School of Communications named after Lensovet), teacher of philosophy (1999, with honors, Faculty of Philosophy, Moscow State University). Since 2005, organizer and academic secretary of the Scientific Council of the Russian Academy of Sciences on the Methodology of Artificial Intelligence and Cognitive Research (2005–2019, at the Department of Social Sciences, Russian Academy of Sciences; from 2019 to the present, at the Presidium of the Russian Academy of Sciences). Her PhD dissertation (2004) was devoted to computer modeling of meaning. Her doctoral dissertation (2016, Faculty of Philosophy, Moscow State University): "Philosophy of Artificial Intelligence: The Conceptual Status of the Сomprehensive Turing Test."
Paper Presentation
The Artificial Person Project: A Dimensional Approach
The Artificial Person Project (PAP) is conceived in two ways. It is both the goal of artificial intelligence formulated by A. Turing in 1950 and the origin of future systematic research in Digital Humanities. The history of the Russian PAP includes roughly ten-year milestones: 1) the 1990s – computer modeling of "meaning" for the interdisciplinary coverage of "data" and "knowledge" (27th Central Research Institute of the Ministry of Defense); 2) the 2000s – the Comprehensive Turing test, answering the question of the universal quantification of PAP definitions, i.e., is a computer capable of simulating "everything": how to think, understand, live, create, be friends, love, be aware, how to possess subjectivity, conviction, freedom, will, rights, how to be an individual, a society, an ethnic group, etc.? (MIEM, RAS Institute of Philosophy, Moscow State University, CEMI RAS); 3) the 2010s – a contrasting definition of IF as a "philosophical zombie" (RAS Institute of Philosophy, Moscow State University); 4) the 2020s – an AI system as a dimensional, i.e., conceptually multidimensional, interdisciplinary IF project (GAUGN, MIPT, RUDN University). Dimensionalism manifests itself not so much in the conceptual heterogeneity of the "knowledge" of a biologist, psychologist, sociologist, and programmer, providing the interdisciplinary basis for an AI system, but rather in the approximate indistinguishability between a phenomenon and its imitation. This indistinguishability becomes the subject of modern computational approximation theory and, in general, denotes the conceptual boundary between "consciousness" and the imitation of "consciousness." Therefore, the dimensionalism of the modern IF project is ultimately manifested in the conceptual drama between an artificial personality and a philosophical zombie. A number of anniversaries are dedicated to this scenario: the 75th anniversary of the Turing test (1950), the 25th anniversary of the Comprehensive Turing test (2000), and commemorations of R. Kirk's philosophical zombie. Fifty years ago, the zombie was born in the philosophy of mind to combat materialism. Twenty years ago, it was killed by its own parent due to metaphysical confusion in cognitive science. However, today, the zombie has resurfaced in both large-scale language models and in instances of passing the original Turing test—technical computer systems have been confidently credited with the phenomenon of "consciousness." The new "Digital Zombie" clearly demonstrates the truth of computer epiphenomenalism: it is possible to successfully simulate personological qualities without possessing them. The Comprehensive Turing test, in principle, reveals a whole range of zombie-like parameters: qualia, meaning, integrity, selfhood, creativity, love, and the self. However, future digital humanities technologies will require discrimination not between an object and its imitation, but between harmful and beneficial imitation of personological qualities. The report makes a number of technical proposals for discriminating between Digital Zombies and Artificial Personalities. The "data," "knowledge," and "meanings" of Zombies are epistemologically unverifiable, and their connection to reality is not verified. Overall, a priori "fakeness" harms the Real Person. In an Artificial Person, information elements are verified/falsified. Such an AI system benefits the Real Person. There are very simple technical solutions for discriminating between the products of so-called "generative AI" and those produced by humans.
Paper Presentation
The Artificial Person Project: A Dimensional Approach
The Artificial Person Project (PAP) is conceived in two ways. It is both the goal of artificial intelligence formulated by A. Turing in 1950 and the origin of future systematic research in Digital Humanities. The history of the Russian PAP includes roughly ten-year milestones: 1) the 1990s – computer modeling of "meaning" for the interdisciplinary coverage of "data" and "knowledge" (27th Central Research Institute of the Ministry of Defense); 2) the 2000s – the Comprehensive Turing test, answering the question of the universal quantification of PAP definitions, i.e., is a computer capable of simulating "everything": how to think, understand, live, create, be friends, love, be aware, how to possess subjectivity, conviction, freedom, will, rights, how to be an individual, a society, an ethnic group, etc.? (MIEM, RAS Institute of Philosophy, Moscow State University, CEMI RAS); 3) the 2010s – a contrasting definition of IF as a "philosophical zombie" (RAS Institute of Philosophy, Moscow State University); 4) the 2020s – an AI system as a dimensional, i.e., conceptually multidimensional, interdisciplinary IF project (GAUGN, MIPT, RUDN University). Dimensionalism manifests itself not so much in the conceptual heterogeneity of the "knowledge" of a biologist, psychologist, sociologist, and programmer, providing the interdisciplinary basis for an AI system, but rather in the approximate indistinguishability between a phenomenon and its imitation. This indistinguishability becomes the subject of modern computational approximation theory and, in general, denotes the conceptual boundary between "consciousness" and the imitation of "consciousness." Therefore, the dimensionalism of the modern IF project is ultimately manifested in the conceptual drama between an artificial personality and a philosophical zombie. A number of anniversaries are dedicated to this scenario: the 75th anniversary of the Turing test (1950), the 25th anniversary of the Comprehensive Turing test (2000), and commemorations of R. Kirk's philosophical zombie. Fifty years ago, the zombie was born in the philosophy of mind to combat materialism. Twenty years ago, it was killed by its own parent due to metaphysical confusion in cognitive science. However, today, the zombie has resurfaced in both large-scale language models and in instances of passing the original Turing test—technical computer systems have been confidently credited with the phenomenon of "consciousness." The new "Digital Zombie" clearly demonstrates the truth of computer epiphenomenalism: it is possible to successfully simulate personological qualities without possessing them. The Comprehensive Turing test, in principle, reveals a whole range of zombie-like parameters: qualia, meaning, integrity, selfhood, creativity, love, and the self. However, future digital humanities technologies will require discrimination not between an object and its imitation, but between harmful and beneficial imitation of personological qualities. The report makes a number of technical proposals for discriminating between Digital Zombies and Artificial Personalities. The "data," "knowledge," and "meanings" of Zombies are epistemologically unverifiable, and their connection to reality is not verified. Overall, a priori "fakeness" harms the Real Person. In an Artificial Person, information elements are verified/falsified. Such an AI system benefits the Real Person. There are very simple technical solutions for discriminating between the products of so-called "generative AI" and those produced by humans.
Andrei Alekseev
D.Sc. (Philosophy), Peoples' Friendship University of Russia (Engineering Academy), State University of Humanities (Faculty of Philosophy)
Olga Ulyanina graduated in 2004 from Volgograd State Pedagogical University with a degree in Psychology, and in 2014 from Volgograd State University with a degree in Jurisprudence. In 2009, defended a Candidate’s dissertation entitled "Advertising as a Factor in the Formation of Value Orientations of Russian Student Youth: A Case Study of University Students in Volgograd"; in 2019, defended a Doctoral dissertation titled "Psychological Support for the Development of Personal Competence of Internal Affairs Officers in Educational Institutions of the Ministry of Internal Affairs of Russia." From 2014 to 2016, served as Deputy Head of the Department for Moral and Psychological Support, Head of the Psychological Support Division, and Head of the Psychological Service at the Volgograd Academy of the Ministry of Internal Affairs of Russia. Since 2016, she has worked at the Academy of Management of the Ministry of Internal Affairs of Russia: Associate Professor of the Department of Psychology, Pedagogy and Human Resources Management (2016-2019), Leading researcher at the Department for Research on Sectoral Management Problems at the Research Center (2019-2020), Deputy Head of the Department of Psychology, Pedagogy and Human Resources Management, member of the Dissertation Council at the Moscow State University of Psychology and Education (MGPPU) and Academy of Management of the Ministry of Internal Affairs of Russia (2020), Chief Researcher. From 2020 to 2021, Head of the Federal Resource Center of Psychological Services in the Education System of the Russian Academy of Education; teaches at the National Research University Higher School of Economics (HSE). Since 2021, Head of the Federal Coordination Center for the Development of Psychological and Pedagogical Support in the Education System of the Russian Federation, Professor in the Department of Psychology, Faculty of Social Sciences, HSE. Elected Corresponding Member of the Russian Academy of Education in 2021. Since 2025, Chief Researcher at the Center for Applied Linguistic Research and Testing “ISTOK”, Moscow Institute of Physics and Technology (National Research University) (MIPT).
Paper Presentation
The human factor in the age of AI: how the lecture format (face-to-face, Online, with an AI Avatar) affects engagement, psychological climate and understanding of the material
The report is based on an empirical study by MIPT (N=106) and a systematic review on the use of AI in higher education. Three lecture formats are compared: face–to-face, online, and with an AI avatar in terms of engagement, comfort, ease of perception, understanding, and psychological climate. It is shown that the face-to-face format retains the greatest socio-emotional effect; online occupies an intermediate position; the avatar is still inferior mainly in terms of "social presence", with comparable content transmission. Practical recommendations are discussed: the design of emotionally "warm" avatars, enhancing the effect of social presence, and hybrid models.
Paper Presentation
The human factor in the age of AI: how the lecture format (face-to-face, Online, with an AI Avatar) affects engagement, psychological climate and understanding of the material
The report is based on an empirical study by MIPT (N=106) and a systematic review on the use of AI in higher education. Three lecture formats are compared: face–to-face, online, and with an AI avatar in terms of engagement, comfort, ease of perception, understanding, and psychological climate. It is shown that the face-to-face format retains the greatest socio-emotional effect; online occupies an intermediate position; the avatar is still inferior mainly in terms of "social presence", with comparable content transmission. Practical recommendations are discussed: the design of emotionally "warm" avatars, enhancing the effect of social presence, and hybrid models.
Olga Ulyanina
D. Sc. (Psychological Sciences), Corresponding Member of the Russian Academy of Education
Elena Trufanova graduated from the Faculty of Philosophy of the State University of Humanities (2004) and postgraduate studies department at the same Faculty (2007). Candidate of Philosophical Sciences (thesis topic: "Unity and multiplicity of the Self as a problem of epistemology" (2007)), Doctor of Philosophical Sciences (thesis topic: "Subject and cognition in the world of social constructions" (2018)). From 2007 to the present works at the Institute of Philosophy of the Russian Academy of Sciences, since 2016 as a Leading Researcher Fellow and Head of the department for the theory of knowledge. Since 2012 lectures at the Faculty of Philosophy of the State Academic University of Humanities. Since 2025 is conducting a research at MIPT. Elena Trufanova is a specialist in the theory of knowledge, philosophy of consciousness, philosophical problems of cognitive sciences, the author of two individual and two collective monographs and more than 130 other publications.
Paper Presentation
Artificial intelligent systems in the context of the "extended cognition" approach
Modern AI systems will be analyzed in terms of the "expanded cognition" approach. The difference between AI systems and other ways of "extension" of our cognitive activity will be demonstrated, and through this prism, the modern experience of using AI in the educational process will be considered. It will substantiate the need for AI to play an instrumental role in education, rather than a substitute for a person, whether it is a student performing a task or a teacher explaining the topic of a lesson.
Paper Presentation
Artificial intelligent systems in the context of the "extended cognition" approach
Modern AI systems will be analyzed in terms of the "expanded cognition" approach. The difference between AI systems and other ways of "extension" of our cognitive activity will be demonstrated, and through this prism, the modern experience of using AI in the educational process will be considered. It will substantiate the need for AI to play an instrumental role in education, rather than a substitute for a person, whether it is a student performing a task or a teacher explaining the topic of a lesson.
Elena Trufanova
D.Sc. (Philosophy), Associate Professor in Philosophy, RAS Institute of Philosophy, Moscow Institute of Physics and Technology (MIPT), Russia
Vladislav Lektorsky founded a school for the study of cognition and knowledge within an interdisciplinary and cultural-historical context (through the interaction of philosophy, cognitive psychology, semiotics, cultural studies, and the history of scientific knowledge). Many philosophers, psychologists, and historians of science are actively working within this school today. He substantiated the role of the cognitive approach in the methodology of modern human sciences. He developed an activity-based interpretation of cognition and revealed the interrelationships between the activity-based, constructivist, and communicative approaches in the study of cognition (particularly in the analysis of perception and thinking). He analyzed the conditions of individual identity and identified the socio-cultural factors of its constitution, outlined the philosophical foundations of the interdisciplinary problematics of consciousness, revealed the connection between the traditional philosophical problem of the unity of consciousness and modern research in cognitive science, psychology, and artificial intelligence. He identified new forms of interaction between conscious and unconscious components of cognitive activity (explicit and implicit knowledge, types and forms of reflection) in connection with the analysis of the understanding of unconscious mental processes in psychoanalysis, on the one hand, and in modern cognitive science, on the other. He analyzed the philosophical premises of psychological activity theory, L. Vygotsky's cultural-historical theory, J. Piaget's operational-genetic theory, and S. Freud's psychoanalysis, and revealed their connection to contemporary epistemological problems. He studied the problem of the rationality of activity and cognition, identifying different historical types of rationality. In doing so, he specifically examined the type of rationality associated with the characteristics of technological civilization, which defined the specifics of Modern Era science and the characteristic features of Western European philosophy over the last 300 years. He linked the development of the modern type of rationality to changes in contemporary knowledge – both in the natural sciences and in the social sciences and humanities. In this regard, he investigated the changing relationships between the sciences of nature and the sciences of man in the modern period and showed that, from the standpoint of methods and epistemological premises (the relationship between knowledge of the general and knowledge of the individual, explanation and prediction, the role of theory, the possibility or impossibility of experiment, the interaction between the researcher and the object of study, etc.), one can speak of a convergence of these two types of sciences. He analyzed the problem of the place of rationality in general and science in particular in modern culture and, in this connection, specifically investigated the phenomenon of pseudo-science, revealing the ways it functions in modern society in general and in modern Russian society in particular. He also investigated philosophical problems of education, revealed the conditions for fostering creative thinking, identified the role of dialogue as a method for teaching and cultivating personal reflection, and analyzed issues related to teaching philosophy in schools.
Field of research interests: theory of knowledge (epistemology), philosophy of mind, philosophy of science, philosophy of psychology, philosophy of artificial intelligence.
Field of research interests: theory of knowledge (epistemology), philosophy of mind, philosophy of science, philosophy of psychology, philosophy of artificial intelligence.
Vladislav Lektorsky
D. Sc. (Philosophy), Professor, Academician of the Russian Academy of Sciences and the Russian Academy of Education, Head of the Faculty of Philosophy at the State Academic University for the Humanities, Russia
Vladimir Nikolsky graduated from Moscow State University of Civil Engineering with a degree in civil engineering in 1995, and in 1999 received training as a practical psychologist at Moscow City Pedagogical University. In 2002, he defended his PhD dissertation "Philosophy of Religion in Erich Fromm's Social Philosophy." In 2011, he defended his doctoral dissertation "Philosophical Foundations of Academic Freedom." His professional career began in 2000 at Moscow State Industrial University, where he progressed from assistant to professor and head of the Department of Philosophy, and led the Institute of Social and Humanitarian Technologies. Since 2016, he has been working as a professor at the Center for Project Activities of Moscow Polytechnic University. Since 2022, he has been conducting research and methodological work at HSE University on youth policy and service-learning pedagogy.
Paper Presentation
AI in Education: 'Disaster or Victory: As You Name the Ship, So Shall It Sail
The presentation examines the dichotomy of artificial intelligence perception in contemporary educational settings. The author analyzes how the pedagogical community's attitude toward AI technology implementation determines the trajectory of its application and impact on the learning process. Special attention is given to developing a proactive adaptation strategy for educational institutions facing new realities.
Paper Presentation
AI in Education: 'Disaster or Victory: As You Name the Ship, So Shall It Sail
The presentation examines the dichotomy of artificial intelligence perception in contemporary educational settings. The author analyzes how the pedagogical community's attitude toward AI technology implementation determines the trajectory of its application and impact on the learning process. Special attention is given to developing a proactive adaptation strategy for educational institutions facing new realities.
Vladimir Nikolsky
D. Sc. (Philosophy), Professor, leading specialist in the field of social philosophy, philosophy and methodology of education and science
Andrei Sobolevsky is a Russian mathematician, a permanent professor and member of the steering board of the Independent University of Moscow. In 2020-2023 Andrei was the head of the project of modernization of the software platform for the National Corpus of the Russian language. The project was carried out by a consortium formed by the IITP RAS, the Vinogradov Institute of the Russian Language, the Institute for Linguistic Studies, the HSE university, and the Voronezh state university.
Panel Discussion: AI in Education: From Technology to Human-Centric Values
Participant
Panel Discussion: AI in Education: From Technology to Human-Centric Values
Participant
Andrei Sobolevsky
D. Sc. (Mathematical Physics), Professor of the Russian Academy of Sciences, director of the A. A. Kharkevich Institute for Information Transmission Problems RAS, director of the Higher School of Modern Mathematics of MIPT
Tuymen State University
AI in Higher Education: From Research to Practical Implementation (The Experience of)
- Asya FilatovaPhD in Philosophy, Research Fellow at the Center for AI-based Educational Solutions, School of Advanced Studies, University of Tyumen
- Alexander DidenkoCand. Sc. (Economics), Head of Development Department, Center for AI-based Educational Development, School of Advanced Studies, University of Tyumen
- Ulyana RavedovskayaDirector of the School of Education and Center for AI-based Educational Solutions, University of Tyumen
- Alexey VasilievPhD in Physics and Mathematics, Research Fellow at the Center for AI-based Educational Solutions, School of Advanced Studies, University of Tyumen
- Valeria EvdashDirector, Center for Foreign Languages & Communication and the Director of the Center for Academic Writing “Impulse’, University of Tyumen
- Anastasia GafnerSenior lecturer in the School of Education at Tyumen State University
- Lyubov GladkovaCand. Sc. (Pedagogy), Associate Professor at the Department of Pedagogy, School of Education, Tyumen State University
Alexey Semenov
Works on mathematical logic, cybernetics, and education; classical results in definability theory, decidability of logical theories, and Kolmogorov complexity. Involved in AI development since the mid-1960s and contributed to the creation of the "Electronica-SSBIS" supercomputer. Organized and co-authored the first informatics textbook for all schools in the country, as well as mathematics and informatics textbooks for primary and secondary schools. One of the developers of the 1996 educational standards for Moscow and the federal standards in 2004 and 2009.
Rector of the Moscow Institute of Open Education (MIOO) from 1993 to 2013, during which he reestablished School No. 179 under MIOO. As Rector of Moscow State Pedagogical University (MSPU, 2013–2016), he brought teacher training closer to school practice and expanded the general cultural component. Head of a department at Lomonosov Moscow State University (MSU). Chair of the Federal Institute of Pedagogical Measurements (FIPI) council for mathematics until 2021 and for informatics since 2021; initiated the return of traditions of Russian mathematics education to the State Final Attestation (GIA).
Awards:
Mathetics of the AI Era: The Ethics and Economics of Dialogue
Works on mathematical logic, cybernetics, and education; classical results in definability theory, decidability of logical theories, and Kolmogorov complexity. Involved in AI development since the mid-1960s and contributed to the creation of the "Electronica-SSBIS" supercomputer. Organized and co-authored the first informatics textbook for all schools in the country, as well as mathematics and informatics textbooks for primary and secondary schools. One of the developers of the 1996 educational standards for Moscow and the federal standards in 2004 and 2009.
Rector of the Moscow Institute of Open Education (MIOO) from 1993 to 2013, during which he reestablished School No. 179 under MIOO. As Rector of Moscow State Pedagogical University (MSPU, 2013–2016), he brought teacher training closer to school practice and expanded the general cultural component. Head of a department at Lomonosov Moscow State University (MSU). Chair of the Federal Institute of Pedagogical Measurements (FIPI) council for mathematics until 2021 and for informatics since 2021; initiated the return of traditions of Russian mathematics education to the State Final Attestation (GIA).
Awards:
- Prizes from the President and the Government of the Russian Federation
- A.N. Kolmogorov Prize of the Russian Academy of Sciences (RAS)
- UNESCO Prize
- Order of Friendship
- Order of Honour
- "Honorary Worker of General Education of the Russian Federation"
- "Honored Worker of Higher Education of the Russian Federation"
Mathetics of the AI Era: The Ethics and Economics of Dialogue
Alexey Semenov
D. Sc. (Mathematical Physics), Academician of the Russian Academy of Sciences (RAS) and the Russian Academy of Education (RAE), Head of the Department of Mathematical Logic and Theory of Algorithms, Lomonosov Moscow State University, Director of the A.I. Berg Institute of Cybernetics and Educational Informatics, Federal Research Center "Computer Science and Control" of the Russian Academy of Sciences
Tatiana Chernigovskaya is a member of National Education Academy (2016). PhD in Physiology in 1977 and Doctor of Science in Physiology and in Linguistics in 1994 at I. SechenovInstitute, Russian Academy of Sciences. Since 1972 was working for I.Sechenov Institute of Evolutionary Physiology and Biochemistry, Russian Academy of Sciences. Since 1995 - Department of Theoretical and Experimental Linguistics, Chairof the Division of Convergent Studies in Natural Sciences and Humanities, Director of Institute for Cognitive Studies at St.Petersburg State University. Member of the Norwegian Academy of Science and Letters. Honorary member of the Semiotic Society of Finland. President of Russian Association for Cognitive Studies (2008-2010). Honorary Scientist of Russian Federation. Honorary Scholar of Higher Education of Russia. A grantee of J.William Fulbright Foreign Scholarship (1998) and of Russian State Scholarship for Outstanding Scientists (1998-2001). Invited lecturer in many leading European and North American Universities. Academy of Sciences Award for popularizing scientific knowledge (2008). Gold medal of Academy of Sciences for popularizing scientific knowledge (2017), I. Pavlov medal for outstanding research in Neurophysiology (2021) , L.Vygotsky medal (2022).
Major research interests: cerebral basis for linguistic and cognitive functions; artificial intelligence; language evolution, acquisition and pathology; analytical philosophy.
Over 360 publications. Multiple participation in pop-science TV and radio programs, public lectures and movies.
Paper Presentation
Who is the Smartest of Them All, or What Should We Develop?
Major research interests: cerebral basis for linguistic and cognitive functions; artificial intelligence; language evolution, acquisition and pathology; analytical philosophy.
Over 360 publications. Multiple participation in pop-science TV and radio programs, public lectures and movies.
Paper Presentation
Who is the Smartest of Them All, or What Should We Develop?
Тatiana V. Chernigovskaya
D. Sc. (Physiology, Linguistics), Member of Russian Academy of Education, Professor, Interim Head of the Department of the Problems of Convergence in Natural Sciences and Humanities, Head of the Institute for Cognitive Studies, St. Petersburg State University, Russia
Victor Kazantzev began his primary employment at the Institute of Applied Physics of the Russian Academy of Sciences in 2001, holding the position of Senior Researcher. In 2007, he became a Leading Researcher at the same institute, and from 2008, he headed the Laboratory of Nonlinear Processes in Living Systems. From 2001 to 2005, he concurrently continued his work at Lobachevsky State University of Nizhny Novgorod (NNSU) as a Senior Lecturer. Since 2005, he has been the Head of the Department of Neurodynamics and Neurobiology at the university's Faculty of Biology. In 2014, Victor transitioned to a primary position at Lobachevsky State University as the Director of the Research Institute "Institute of Living Systems". From 2015 to 2019, he served as the University's Vice-Rector for Research. Since 2019, Victor has been the Head of the Department of Neurotechnology at the Institute of Biology and Biomedicine of NNSU. Since 2022, he has also been leading the Laboratory of Neuromorphic Technologies at the Moscow Institute of Physics and Technology (MIPT).
Paper Presentation
The Perilous Frontiers of Digital Reality
This presentation examines contemporary trends in the development of digital technologies, artificial intelligence (AI), and robotics across various scientific and technical domains. The primary focus is placed on the complex relationship and interaction between the "human world" and the "machine world." This includes a detailed exploration of advancements in human-machine interfaces (HMIs), neurocontrol systems, and cutting-edge cognitive neurotechnologies, highlighting the evolving boundaries and potential risks inherent in our increasingly interconnected digital reality.
Paper Presentation
The Perilous Frontiers of Digital Reality
This presentation examines contemporary trends in the development of digital technologies, artificial intelligence (AI), and robotics across various scientific and technical domains. The primary focus is placed on the complex relationship and interaction between the "human world" and the "machine world." This includes a detailed exploration of advancements in human-machine interfaces (HMIs), neurocontrol systems, and cutting-edge cognitive neurotechnologies, highlighting the evolving boundaries and potential risks inherent in our increasingly interconnected digital reality.
Victor Kazantzev
D. Sc. (Mathematical Physics), Senior Researcher, Head of the Laboratory of Neurobiomorphic Technologies at Moscow Institute of Physics and Technology (MIPT), Russia
Maxim Krongauz graduated from the Department of Structural and Applied Linguistics at MSU; earned the Candidate degree (1989) and Doctor degree (2000) in Philology. At RGGU he served as Head of the Department of Russian Language (1996–2018) and Director of the Institute of Linguistics (2000–2013). Head of the Sociolinguistics Laboratory at RANEPA (2013–2015) and of the Conflictology Laboratory at HSE (since 2015). Laureate of the “Enlightener” prize (special prize, 2013), “Honored Worker of Higher Professional Education of the Russian Federation” (2011); author of monographs, dictionaries, textbooks and popular books on the Russian language. Popularizer of linguistics; researches the dynamics of contemporary Russian and sociolinguistics.
Paper Presentation
Language play in the context of teaching Russian as a foreign language: the potential of LLMs in preparing methodological materials
One of the key indicators of language mastery is the ability to understand explicit and implicit meanings – the skill of expressing the same idea by various linguistic means. The present study is devoted to an analysis of the potential for integrating large language models (LLMs) into teaching Russian as a foreign language, with a focus on developing linguo-creative skills and designing strategies for preparing methodological materials for teaching language play. Special attention is paid to puns as a phenomenon that is difficult for learners, due to hidden ambiguity and cultural allusions; targeted tasks are proposed as a tool to overcome these barriers. For empirical work, a dataset of examples of language play was prepared and is used: (1) to classify types of language play using LLMs; (2) to compile explanatory materials applicable in the classroom. The introduction of a benchmark provides ready-made cases for classroom practice, automated feedback, and the development of sensitivity to language play.
Co-author
Valeriy Shulginov
Maxim Krongauz
Dr. Sc. (Philology), Linguist, Head of the Research Group at the Center for Interdisciplinary Research, Chief Research Fellow at the Center of Applied Linguistics Research and Testing "ISTOK"; Professor at the Center of Humanities and Social Sciences of MIPT; Professor at the Russian State University for the Humanities (RSUH) and the National Research University Higher School of Economics (HSE University)
Valeriy Shulginov graduate of the Far Eastern philological school (2008), Candidate of Philological Sciences (Russian State University for the Humanities, 2014). Since 2019 he has worked at NRU HSE (National Research University Higher School of Economics), where he serves as a senior research fellow at the Research and Teaching Laboratory of Linguistic Conflictology and Contemporary Communicative Practices. Previously he taught Russian as a foreign language at FEFU (Far Eastern Federal University) and partner universities, including the Shandong Hydrotechnical Institute and DVGAI. Main research areas: linguistic conflictology, verbal aggression and politeness, Internet communication, and digital humanities. He has presented reports on new approaches to linguistic conflictology at conferences of the Institute of Linguistics of the Russian Academy of Sciences. Founder of the Telegram channel “Lingvoed”, expert for Gramota.ru.
Paper Presentation
Language play in the context of teaching Russian as a foreign language: the potential of LLMs in preparing methodological materials
One of the key indicators of language mastery is the ability to understand explicit and implicit meanings – the skill of expressing the same idea by various linguistic means. The present study is devoted to an analysis of the potential for integrating large language models (LLMs) into teaching Russian as a foreign language, with a focus on developing linguo-creative skills and designing strategies for preparing methodological materials for teaching language play. Special attention is paid to puns as a phenomenon that is difficult for learners, due to hidden ambiguity and cultural allusions; targeted tasks are proposed as a tool to overcome these barriers. For empirical work, a dataset of examples of language play was prepared and is used: (1) to classify types of language play using LLMs; (2) to compile explanatory materials applicable in the classroom. The introduction of a benchmark provides ready-made cases for classroom practice, automated feedback, and the development of sensitivity to language play.
Valeriy Shulginov
Cand.Sc. (Philology), Senior Research Fellow at the Center of Applied Linguistics Research and Testing "ISTOK", Senior Research Fellow at the Center of Interdisciplinary Research, Associate Professor at the Center of Humanities and Social Sciences, Moscow Institute of Physics and Technology (MIPT)
Alyona Lepilina graduated with honours from the Faculty of International Relations at MGIMO University in 2025. Since 2023, she has been working at the Digital Department, specializing in the practical application of large language models (LLMs) in education and the humanities. She is fluent in English (C1), proficient in French (B2), and has basic knowledge of Portuguese (A2). Since 2023, she has been developing and conducting seminars for MGIMO professors on the use of generative AI in the educational process. She has designed a methodology for automating discourse analysis of large media text corpora (6,500+ articles) using LLMs. She is currently part of the development team of LOGOS, a system for diagnosing the quality of educational materials with the use of generative AI. At the center of Alyona's professional interests lies the design of human-centered AI systems that enhance rather than replace human intelligence, helping to address pressing challenges in education and analytical research.
Paper Presentation
PRISM Platform and the Pedagogy of “Ascesis”: Safeguarding Fundamental Cognitive Skills and Ensuring Academic Integrity in the Age of AI
The rapid development of artificial intelligence poses an existential question for the education system: how can we ensure the development of students’ fundamental cognitive skills and competencies if the very process of thinking can now be delegated to neural networks? Our product proposes a new approach to addressing this challenge by shifting the focus from the result of writing to the process itself. We present PRISM — a digital educational environment for producing academic work, designed to foster fundamental thinking skills and critical reasoning in the age of generative AI.
Paper Presentation
PRISM Platform and the Pedagogy of “Ascesis”: Safeguarding Fundamental Cognitive Skills and Ensuring Academic Integrity in the Age of AI
The rapid development of artificial intelligence poses an existential question for the education system: how can we ensure the development of students’ fundamental cognitive skills and competencies if the very process of thinking can now be delegated to neural networks? Our product proposes a new approach to addressing this challenge by shifting the focus from the result of writing to the process itself. We present PRISM — a digital educational environment for producing academic work, designed to foster fundamental thinking skills and critical reasoning in the age of generative AI.
Alyona Lepilina
MGIMO Digital Department (Ministry of Foreign Affairs of Russia)
Anna Kan graduated with honors from the Moscow Aviation Institute in 2000, Honorary Worker of Science and High Technologies of the Russian Federation, Corresponding Member of the Russian Academy of Natural Sciences in the section «Information Sciences and Artificial Intelligence».
Paper Presentation
AI in scientific and information activities
Currently, artificial intelligence technologies are increasingly penetrating into various areas of human activity. AI technologies are becoming key tools in scientific, information, and educational activities, allowing for the automation and optimization of data processing, analysis, and interpretation. This report explores the main applications of AI in this field, its advantages, and challenges.
Paper Presentation
AI in scientific and information activities
Currently, artificial intelligence technologies are increasingly penetrating into various areas of human activity. AI technologies are becoming key tools in scientific, information, and educational activities, allowing for the automation and optimization of data processing, analysis, and interpretation. This report explores the main applications of AI in this field, its advantages, and challenges.
Anna Kan
Candidate of Technical Sciences, Deputy Director of VINITI RAS (All‑Russian Institute for Scientific and Technical Information of the Russian Academy of Sciences)
Anna Gorizontova graduated from the Faculty of History of Moscow State University and holds a PhD in History from the Russian Academy of Sciences. In 1995-2022 she worked for several international educational companies, including Cambridge Assessment, a division of the University of Cambridge. Anna has worked in MIPT since 2022 where alongside with teaching she is developing items for ISTOK testing system.
Paper Presentation
The ISTOK Testing System: Development, Challenges, Solutions
Within the last 3 years, several Russian universities, including MIPT, have undertaken serious steps towards developing their own instruments for independent assessment of foreign language proficiency. Apparently, ISTOK, the MIPT testing system, has the largest product range and uses the most advanced technological solutions. The ISTOK team has faced a range of challenges of a technological nature, as well as those connected with test development, validation, and delivery. The paper examines ways to address these issues and looks at the further stages of the ISTOK testing system development.
Paper Presentation
The ISTOK Testing System: Development, Challenges, Solutions
Within the last 3 years, several Russian universities, including MIPT, have undertaken serious steps towards developing their own instruments for independent assessment of foreign language proficiency. Apparently, ISTOK, the MIPT testing system, has the largest product range and uses the most advanced technological solutions. The ISTOK team has faced a range of challenges of a technological nature, as well as those connected with test development, validation, and delivery. The paper examines ways to address these issues and looks at the further stages of the ISTOK testing system development.
Anna Gorizontova
Cand. Sc. (History), Assistant Professor, Department of Foreign Languages, Moscow Institute of Physics and Technology (MIPT), Russia
Denys Vakarchuk is a specialist in the fields of international relations, comparative analysis of interstate foreign policy coalitions, and comparative politics. His scientific work is focused, on the one hand, on researching the dynamics of cohesion within interstate coalitions and the impact of external/internal shocks on their behavior, and on the other hand, on studying the specifics of the transformation of the institution of presidency in the post-Soviet space. He specializes in using quantitative analysis methods in scientific research.
He is the author of 17 scientific publications. A particular scientific achievement of D.O. Vakarchuk is the publication of his individual scientific monograph, "The Crisis of the Russia-EU Energy Dialogue. The Role of Central and Eastern European Countries" (2024). He is a co-author of the collective textbook/guide by ANO "Colaboratory".
Presentation of a textbook
He is the author of 17 scientific publications. A particular scientific achievement of D.O. Vakarchuk is the publication of his individual scientific monograph, "The Crisis of the Russia-EU Energy Dialogue. The Role of Central and Eastern European Countries" (2024). He is a co-author of the collective textbook/guide by ANO "Colaboratory".
Presentation of a textbook
"Collective Textbook-Guide"
The report will present the project by ANO "Colaboratory". This is a unique "living textbook" dedicated to the application of modern digital tools and applied methods in international relations research in the age of AI. We will examine its three-part structure: from a starter kit for a novice researcher to specialized techniques such as web scraping and network analysis. The report will demonstrate how the guide helps scholars and students effectively integrate new technologies into their work.
Denys Vakarchuk
Cand. Sc. (History), Associate Professor of the department of foreign regional studies and foreign policy at the Russian State University for the Humanities (RSUH), Deputy Director of the department of research activities - Head of the Office for coordination of research and expert-analytical Work at RSUH.
Exhibition
November 19
-
The "ISTOK" Intelligent System for Testing General Language Competencies. A computer-based technology for remote assessment of foreign language proficiency levels according to the international CEFR scale.
The Center of Applied Linguistics Research and Testing "ISTOK"
-
The "Collective Textbook-Guide" project.
This is a unique "living textbook" dedicated to the application of modern digital tools and applied methods in international relations research in the age of AI.
Colaboratory is a coordination laboratory that brings together leading scientists and experts from Russia and other countries.
Kelly Metz-Matthews
Kelly brings over 15 years of experience in English language instruction and over a decade in teacher training and instructional leadership, with a specialized focus on humanized approaches to writing assessment and feedback, educational technology in the writing process, and English for Specific Purposes (ESP). Kelly's work in ESP—particularly in scientific and technical writing—has been shaped by domestic and international contexts. Her current professional interests converge at the intersection of humanized instruction (both in online contexts and in-person, technology-rich contexts), collaborative and participatory writing methodologies, and emerging technologies for educational community-building amongst diverse learners. Kelly is a confident and regular conference speaker, workshop facilitator, and trainer who is committed to international collaboration and scholarly discourse.
Keynote
The Future is Relational: Building AI-Literate and Human-Centered Writing Centers
Artificial intelligence (AI) is increasingly embedded in writing practices worldwide. While AI offers opportunities for efficiency, idea generation, and linguistic scaffolding, writing centers now face the urgent task of ensuring its use does not erode the collaborative and relational spirit at the heart of writing instruction, assessment, feedback, and publication. Rather than positioning AI as either a threat or a panacea, this keynote argues that writing centers are uniquely suited to help writers critically evaluate AI tools, align them with rhetorical and scholarly purposes, and consider the ethical implications of their adoption. The speaker will highlight practical strategies for: 1) integrating AI literacies into writing center praxis, 2) preparing staff to engage thoughtfully with AI, and 3) fostering a relational culture where human collaboration and innovation remain central to learning, whether AI is present or not.
Workshop
SPARKing Better Prompts: Human-Centered AI Strategies for Writers and Writing Centers
Globally, artificial intelligence (AI) is reshaping writing practices across classrooms, writing centers, and publication contexts. Unfortunately, uncritical use of AI risks privileging efficiency and productivity over authentic learning and meaningful linguistic and research output. In light of these concerns and with an eye toward enhancing AI literacy, this workshop introduces a slightly revised version of the original SPARK Method, a framework for AI prompt design that foregrounds metacognition in the writing process, rhetorical awareness, and ethical responsibility. Participants will move beyond simple prompts and quick fixes to explore AI as a partner rather than a substitute for thinking and writing. At its core, the session emphasizes strategies that writers and writing center employees might use to foster reflective and authentic engagement with AI.
Kelly brings over 15 years of experience in English language instruction and over a decade in teacher training and instructional leadership, with a specialized focus on humanized approaches to writing assessment and feedback, educational technology in the writing process, and English for Specific Purposes (ESP). Kelly's work in ESP—particularly in scientific and technical writing—has been shaped by domestic and international contexts. Her current professional interests converge at the intersection of humanized instruction (both in online contexts and in-person, technology-rich contexts), collaborative and participatory writing methodologies, and emerging technologies for educational community-building amongst diverse learners. Kelly is a confident and regular conference speaker, workshop facilitator, and trainer who is committed to international collaboration and scholarly discourse.
Keynote
The Future is Relational: Building AI-Literate and Human-Centered Writing Centers
Artificial intelligence (AI) is increasingly embedded in writing practices worldwide. While AI offers opportunities for efficiency, idea generation, and linguistic scaffolding, writing centers now face the urgent task of ensuring its use does not erode the collaborative and relational spirit at the heart of writing instruction, assessment, feedback, and publication. Rather than positioning AI as either a threat or a panacea, this keynote argues that writing centers are uniquely suited to help writers critically evaluate AI tools, align them with rhetorical and scholarly purposes, and consider the ethical implications of their adoption. The speaker will highlight practical strategies for: 1) integrating AI literacies into writing center praxis, 2) preparing staff to engage thoughtfully with AI, and 3) fostering a relational culture where human collaboration and innovation remain central to learning, whether AI is present or not.
Workshop
SPARKing Better Prompts: Human-Centered AI Strategies for Writers and Writing Centers
Globally, artificial intelligence (AI) is reshaping writing practices across classrooms, writing centers, and publication contexts. Unfortunately, uncritical use of AI risks privileging efficiency and productivity over authentic learning and meaningful linguistic and research output. In light of these concerns and with an eye toward enhancing AI literacy, this workshop introduces a slightly revised version of the original SPARK Method, a framework for AI prompt design that foregrounds metacognition in the writing process, rhetorical awareness, and ethical responsibility. Participants will move beyond simple prompts and quick fixes to explore AI as a partner rather than a substitute for thinking and writing. At its core, the session emphasizes strategies that writers and writing center employees might use to foster reflective and authentic engagement with AI.
Kelly Metz-Matthews
Ph.D. (Educational Leadership for Innovation and Social Justice), ESL Assistant Program Chair, San Diego College of Continuing Education
Sarah Warfield
Given Sarah's extensive classroom experience teaching with technology, as well as her background in action-based research, Sarah brings to the project an advanced understanding of how EFL teacher researchers can thrive in our new AI age. We are truly experiencing a paradigm shift in how we teach and learn given the reality of AI integration not just in our classrooms, but in every aspect of our lives. Sarah is passionate to explore these ideas with other ELT professionals, evidenced by her recent conference presentations and projects. Sarah's work explores how we can integrate AI into our classrooms, what UNESCO calls AI-Integrated Pedagogy, to improve AI literacy for teachers and for students. In the past three years, Sarah has given six presentations (invited plenaries and research talks) on her work in AI pedagogy. She was awarded a 2025 Citizen Diplomacy Action Fund to design and deliver three capacity-building AI teaching conferences in Mexico. Last year, Sarah was granted the title of Affiliated Faculty at the Shanghai Frontiers Science Center of Artificial Intelligence and Deep Learning (SFSC of AI and DL) at NYU Shanghai. The latter has expanded Sarah's research network, as well as provided her additional opportunities for funded research.
Keynote
Humanistic Approaches to AI in the Language Classroom
Artificial intelligence (AI) is rapidly reshaping how languages are taught and learned, transforming the ways students generate ideas, practice skills, and engage with academic content. As AI becomes integrated into everyday educational practice, the challenge lies in ensuring its use supports rather than replaces the humanistic values at the core of learning. This keynote presents a model for AI integration in university-level CLIL English for Academic Purposes courses that distinguishes between autonomous AI language learning outside the classroom and a learner-as-collaborator approach inside it. Through structured, content-based tasks, students develop independent AI literacies beyond the classroom, while classroom time remains a technology-free environment focused on interaction, reflection, and collaboration. This design enables learners to recognize and navigate the complementary roles of AI-mediated and human-centered learning, illustrating how small pedagogical interventions can cultivate both autonomy and critical awareness. The talk argues that such humanistic approaches to AI prepare students to engage with emerging technologies responsibly while maintaining the relational and interpretive dimensions that define education.
Workshop
Building Chatbots for Language Learning: Critical and Practical Approaches
The rapid expansion of large language models has led to a surge in the gamification of language learning, particularly through chatbots designed by professionals with backgrounds in game design rather than second language acquisition. This workshop invites participants to critically examine how such design principles shape learner interaction and to consider their implications for pedagogy and engagement. Participants will explore how to build their own chatbots using free tools and corpora, creating opportunities for conversation practice, writing development, and data-driven learning. Together we will review examples of classroom chatbots, reflect on the limitations of gamified approaches, and discuss the growing role of AI agents within university systems. Through guided, hands-on work, the session aims to empower instructors to design informed, ethical, and human-centered chatbot experiences that align with principles of language learning and teaching.
Given Sarah's extensive classroom experience teaching with technology, as well as her background in action-based research, Sarah brings to the project an advanced understanding of how EFL teacher researchers can thrive in our new AI age. We are truly experiencing a paradigm shift in how we teach and learn given the reality of AI integration not just in our classrooms, but in every aspect of our lives. Sarah is passionate to explore these ideas with other ELT professionals, evidenced by her recent conference presentations and projects. Sarah's work explores how we can integrate AI into our classrooms, what UNESCO calls AI-Integrated Pedagogy, to improve AI literacy for teachers and for students. In the past three years, Sarah has given six presentations (invited plenaries and research talks) on her work in AI pedagogy. She was awarded a 2025 Citizen Diplomacy Action Fund to design and deliver three capacity-building AI teaching conferences in Mexico. Last year, Sarah was granted the title of Affiliated Faculty at the Shanghai Frontiers Science Center of Artificial Intelligence and Deep Learning (SFSC of AI and DL) at NYU Shanghai. The latter has expanded Sarah's research network, as well as provided her additional opportunities for funded research.
Keynote
Humanistic Approaches to AI in the Language Classroom
Artificial intelligence (AI) is rapidly reshaping how languages are taught and learned, transforming the ways students generate ideas, practice skills, and engage with academic content. As AI becomes integrated into everyday educational practice, the challenge lies in ensuring its use supports rather than replaces the humanistic values at the core of learning. This keynote presents a model for AI integration in university-level CLIL English for Academic Purposes courses that distinguishes between autonomous AI language learning outside the classroom and a learner-as-collaborator approach inside it. Through structured, content-based tasks, students develop independent AI literacies beyond the classroom, while classroom time remains a technology-free environment focused on interaction, reflection, and collaboration. This design enables learners to recognize and navigate the complementary roles of AI-mediated and human-centered learning, illustrating how small pedagogical interventions can cultivate both autonomy and critical awareness. The talk argues that such humanistic approaches to AI prepare students to engage with emerging technologies responsibly while maintaining the relational and interpretive dimensions that define education.
Workshop
Building Chatbots for Language Learning: Critical and Practical Approaches
The rapid expansion of large language models has led to a surge in the gamification of language learning, particularly through chatbots designed by professionals with backgrounds in game design rather than second language acquisition. This workshop invites participants to critically examine how such design principles shape learner interaction and to consider their implications for pedagogy and engagement. Participants will explore how to build their own chatbots using free tools and corpora, creating opportunities for conversation practice, writing development, and data-driven learning. Together we will review examples of classroom chatbots, reflect on the limitations of gamified approaches, and discuss the growing role of AI agents within university systems. Through guided, hands-on work, the session aims to empower instructors to design informed, ethical, and human-centered chatbot experiences that align with principles of language learning and teaching.
Sarah Warfield
M.A. (Second Language Studies), Senior Lecturer, NYU Shanghai
Dr. Gerhard Fischer is Professor Emeritus of Computer Science, a Fellow of the Institute of Cognitive Science, and the founder and director for Lifelong Learning and Design (L3D) at the University of Colorado at Boulder. He is a member of the Computer-Human Interaction Academy (CHI; 2007), a Fellow of the Association for Computing Machinery (ACM; 2009), and a recipient of the RIGO Award of ACM-SIGDOC (2012). In 2015, he was awarded an honorary doctorate from the University of Gothenburg, Sweden. His research has focused on new conceptual frameworks and new media for learning, working, collaborating, human-centered computing, and design. His recent work is centered on quality of life in the digital age, social creativity, meta-design, cultures of participation, design trade-offs, and rich landscapes for learning.
Publications at: http://l3d.cs.colorado.edu/wordpress/people/home-folders/gerhard-fischers-home-page/gerhard-fischers-papers/
Wikipedia page: https://en.wikipedia.org/wiki/Gerhard_Fischer_(professor)
Paper Presentation (online)
Rethinking and Reinventing Learning, Working, and Collaborating in the Digital AI Age
The rise of powerful AI, exemplified by Large Language Models, forces a critical decision: will this technology empower or replace us? Drawing on decades of research at the Center for Lifelong Learning and Design (L3D), the presentation will explore this challenge by moving beyond the hype and fear in offering a roadmap for the future.
Four interconnected themes will be explored:
Publications at: http://l3d.cs.colorado.edu/wordpress/people/home-folders/gerhard-fischers-home-page/gerhard-fischers-papers/
Wikipedia page: https://en.wikipedia.org/wiki/Gerhard_Fischer_(professor)
Paper Presentation (online)
Rethinking and Reinventing Learning, Working, and Collaborating in the Digital AI Age
The rise of powerful AI, exemplified by Large Language Models, forces a critical decision: will this technology empower or replace us? Drawing on decades of research at the Center for Lifelong Learning and Design (L3D), the presentation will explore this challenge by moving beyond the hype and fear in offering a roadmap for the future.
Four interconnected themes will be explored:
- Lifelong Learning: Reimaging learning, working, and collaborating in an era defined by constant change.
- Meta-Design: Empowering people to evolve from passive technology users to active designers of the socio-technical environments that support their work and learning.
- Intelligence Augmentation: Focusing on AI developments that expand and empower human capabilities, rather than foster dependency.
- Cultures of Participation: Harnessing collective intelligence and social creativity to address wicked, systemic challenges that resist individual solutions.
Gerhard Fischer
Professor Emeritus of Computer Science, a Fellow of the Institute of Cognitive Science, and the founder and director for Lifelong Learning and Design (L3D) at the University of Colorado at Boulder
Lawrence Berlin
Dr. Lawrence N. Berlin is an experienced international educator, applied linguist, and academic leader with over 25 years of work in English language teaching, curriculum innovation, and teacher development. His collaborations with U.S. Embassies and Fulbright programs have included English Language Specialist projects in Bangladesh (2022), where he led Ministry-level teacher training and professional development workshops in cooperation with national TESOL organizations, and Fulbright Specialist appointments in Colombia—first with Universidad Distrital in Bogotá (2013) supporting curriculum design and graduate instruction in discourse analysis, and later with Universidad de Santander (2018), where he developed an internationalization strategy for multi-campus implementation. He has also directed U.S.– Central American student exchange initiatives through grant-funded partnerships.
Paper Presentation (online)
Teaching with AI: Reimagining, Enhancing, and Extending Praxis in the Language Classroom
This presentation revisits the teacher’s central role in the act of becoming—planning, enacting, and extending learning within an age of intelligent tools. Building on Berlin’s continuum of praxis from the 2000 Application Model and Contextualizing College ESL Classroom Praxis (2005), it introduces a renewed framework for the AI era: Reimagining, Enhancing, and Extending. Aligned with the British Council’s (2024) call to humanize learning through purposeful AI integration, the session illustrates how educators can design, engage, and sustain learning more effectively—while reaffirming teaching as an irreducibly human endeavor.
Dr. Lawrence N. Berlin is an experienced international educator, applied linguist, and academic leader with over 25 years of work in English language teaching, curriculum innovation, and teacher development. His collaborations with U.S. Embassies and Fulbright programs have included English Language Specialist projects in Bangladesh (2022), where he led Ministry-level teacher training and professional development workshops in cooperation with national TESOL organizations, and Fulbright Specialist appointments in Colombia—first with Universidad Distrital in Bogotá (2013) supporting curriculum design and graduate instruction in discourse analysis, and later with Universidad de Santander (2018), where he developed an internationalization strategy for multi-campus implementation. He has also directed U.S.– Central American student exchange initiatives through grant-funded partnerships.
Paper Presentation (online)
Teaching with AI: Reimagining, Enhancing, and Extending Praxis in the Language Classroom
This presentation revisits the teacher’s central role in the act of becoming—planning, enacting, and extending learning within an age of intelligent tools. Building on Berlin’s continuum of praxis from the 2000 Application Model and Contextualizing College ESL Classroom Praxis (2005), it introduces a renewed framework for the AI era: Reimagining, Enhancing, and Extending. Aligned with the British Council’s (2024) call to humanize learning through purposeful AI integration, the session illustrates how educators can design, engage, and sustain learning more effectively—while reaffirming teaching as an irreducibly human endeavor.
Lawrence Berlin
Ph.D. Second Language Acquisition and Teaching, University of Arizona, Tucson, AZ
Consulting Professor, E.C.centric Educational Consultants, S.A., Medellín, Colombia
Consulting Professor, E.C.centric Educational Consultants, S.A., Medellín, Colombia
Dr. Samira Moussaoui is an experienced professional with a Ph.D. in ELT and Educational Psychology, focused on impactful, research-driven educational practice. She has participated in research and professional development fellowships and presented at various international conferences. Her research interests include academic writing, affect in learning, assessment and feedback, and educational technology.
Paper Presentation (online)
Co-author
Dr. Saleh Arizavi
Paper Presentation (online)
Investigating the Impact of Language Variation on Cognitive and Metacognitive Strategies while Brainstorming with ChatGPT
This study investigated the impact of language variation on students’ cognitive and metacognitive strategies while brainstorming with ChatGPT. Paired sample t-test indicates a significant difference between essay scores written using Arabic (L1) vs. English (L2) brainstormed ideas. Students wrote better essays when they interacted with ChatGPT using English. Additionally, each essay was analyzed in parallel with its related ChatGPT conversation log to see how the students transferred ideas into their essays. Students tended to copy English brainstorming more than Arabic ideas, but they improved Arabic brainstormed ideas more often. No significant differences were found for inspiration and conceptual combination.Co-author
Dr. Saleh Arizavi
Samira Moussaoui
Ph.D., member, Dept. Curriculum Committee & Central Research Committee, Centre for Preparatory Studies, Sultan Qaboos University, Oman
Dr. Saleh Arizavi has published research articles in peer-reviewed journals and presented at international ELT, Discourse and Argumentation, and CALL conferences. His research primarily focuses on second language writing, academic writing, genre analysis, methodological synthesis, and argumentation in academic discourse.
Paper Presentation (online)
Paper Presentation (online)
Investigating the Impact of Language Variation on Cognitive and Metacognitive Strategies while Brainstorming with ChatGPT
This study investigated the impact of language variation on students’ cognitive and metacognitive strategies while brainstorming with ChatGPT. Paired sample t-test indicates a significant difference between essay scores written using Arabic (L1) vs. English (L2) brainstormed ideas. Students wrote better essays when they interacted with ChatGPT using English. Additionally, each essay was analyzed in parallel with its related ChatGPT conversation log to see how the students transferred ideas into their essays. Students tended to copy English brainstorming more than Arabic ideas, but they improved Arabic brainstormed ideas more often. No significant differences were found for inspiration and conceptual combination.
Saleh Arizavi
Ph.D. in Applied Linguistics, English Language Lecturer, Centre for Preparatory Studies Sultan Qaboos, Oman
Inga Zashikhina, PhD, is an Associate Professor at Northern (Arctic) Federal University, Russia. Her academic focus lies at the dynamic crossroads of philosophy, science, and English as a lingua franca. In her role as Coordinator of the Interdisciplinary Academic Communication Centre, she champions and organizes a wide range of interdisciplinary collaborations within the academic community. Professor Zashikhina is also dedicated to enhancing communication skills, teaching English to university staff and students of all levels. Her current research and publications delve into critical areas such as research and academic writing, scientific publishing, and robust research methodology.
Paper Presentation
Ethics and AI in Scientific Writing: A Cosmotechnical Perspective
This report delves into Yuk Hui's influential philosophy on artificial intelligence, equipping participants with a crucial framework for understanding AI's ethical dimensions. Participants will critically analyze the potential pitfalls of universalizing AI models and algorithmic logic, identifying risks to cultural specificity and diverse forms of knowledge. The report aims to foster algorithmic literacy, enabling participants to advocate for AI development that prioritizes cultural sensitivity and responsibly navigates the changing landscape of the AI age. Ultimately, this empowers them to foster ethical AI solutions that respect and safeguard the rich tapestry of global cultures.
Paper Presentation
Ethics and AI in Scientific Writing: A Cosmotechnical Perspective
This report delves into Yuk Hui's influential philosophy on artificial intelligence, equipping participants with a crucial framework for understanding AI's ethical dimensions. Participants will critically analyze the potential pitfalls of universalizing AI models and algorithmic logic, identifying risks to cultural specificity and diverse forms of knowledge. The report aims to foster algorithmic literacy, enabling participants to advocate for AI development that prioritizes cultural sensitivity and responsibly navigates the changing landscape of the AI age. Ultimately, this empowers them to foster ethical AI solutions that respect and safeguard the rich tapestry of global cultures.
Inga Zashikhina
Ass. Prof., PhD (Philosophy), Dept. of Philosophy and Sociology, Higher School of Social Sciences, Humanities and International Communication, Northern (Arctic) Federal University named after M.V. Lomonosov
Olesya Shadrina has 15 years’ experience in higher education and teaches Business English for undergraduate students and English for Advanced Combinatorics on the Master’s programme. She completed postgraduate studies at Tula State Pedagogical University and is currently completing a dissertation on AI terminology. Her research interests lie in corpus linguistics and terminology studies, with recent publications focusing on semantic processes in term formation.
Paper Presentation
Ethical Norms for the Use of Generative Models in Academic Work by University Students and Faculty
Universities increasingly integrate generative AI into teaching and research, raising legal, integrity, and pedagogical questions. This article develops an actionable model for ethical use in higher education, synthesizing scholarship on academic ethics with close readings of user agreements from OpenAI (ChatGPT/DALL·E), Google Gemini, Microsoft Copilot, Anthropic Claude, and Meta Llama. The analysis addresses law (ownership, non-exclusivity, licensing, data governance, privacy), integrity (plagiarism, authorship, mandatory disclosure/attribution), and practice (course and lab policies, assessment design). The model provides criteria for permissible use, a policy rubric (prohibited/conditional/encouraged), and assignment designs that integrate AI through critique, annotation, and prompt logging.
Paper Presentation
Ethical Norms for the Use of Generative Models in Academic Work by University Students and Faculty
Universities increasingly integrate generative AI into teaching and research, raising legal, integrity, and pedagogical questions. This article develops an actionable model for ethical use in higher education, synthesizing scholarship on academic ethics with close readings of user agreements from OpenAI (ChatGPT/DALL·E), Google Gemini, Microsoft Copilot, Anthropic Claude, and Meta Llama. The analysis addresses law (ownership, non-exclusivity, licensing, data governance, privacy), integrity (plagiarism, authorship, mandatory disclosure/attribution), and practice (course and lab policies, assessment design). The model provides criteria for permissible use, a policy rubric (prohibited/conditional/encouraged), and assignment designs that integrate AI through critique, annotation, and prompt logging.
Оlesya Shadrina
Senior lecturer, Department of Foreign Languages, Moscow Institute of Physics and Technology (MIPT)
Anna Mokrousova graduated with honors from Lomonosov Moscow State University in 2024 with a degree in Translation and Interpretation and received a certificate as a simultaneous interpreter in the English-Russian and French-Russian language pairs. Completed an outreach placement at the United Nations Office in Vienna. Since 2024 I have been teaching English at the Department of Foreign Languages in the Professional Sphere at St. Petersburg State University of Industrial Technologies and Design, and working at the university admission department. Since 2025 I have been doing my postgraduate studies in System Analysis, Management, and Information Processing, Statistics.
Paper Presentation
AI-Supported Statistical Methods for Evidence-Based Placement Test Analysis
This study investigates the integration of artificial intelligence into English as a Foreign Language (EFL) instruction by identifying statistical methods that can be effectively used by instructors without advanced statistical training to analyze placement test results. The research addresses two primary questions: (1) which statistical methods are most effective for interpreting placement test data, and (2) which methods are accessible to instructors depending on their statistical expertise. The study aims to enhance evidence-based pedagogical decision-making and explore the potential of AI tools to humanize and support teaching practices.
Paper Presentation
AI-Supported Statistical Methods for Evidence-Based Placement Test Analysis
This study investigates the integration of artificial intelligence into English as a Foreign Language (EFL) instruction by identifying statistical methods that can be effectively used by instructors without advanced statistical training to analyze placement test results. The research addresses two primary questions: (1) which statistical methods are most effective for interpreting placement test data, and (2) which methods are accessible to instructors depending on their statistical expertise. The study aims to enhance evidence-based pedagogical decision-making and explore the potential of AI tools to humanize and support teaching practices.
Anna Mokrousova
Postgraduate student at the Department of Mathematics. Assistant at the Department of Foreign Languages in the Professional Sphere, Saint Petersburg State University of Industrial Technologies and Design
Artem Sigaev (Tim) joined ITMO University in 2021, where he teaches General English, English for Specific Purpose (ESP), Academic Writing and Presentation Skills to both undergraduate and graduate students. Artem Sigaev is also a member of the PhD Speaking Club and Discussion Forum development team. He holds a B.A. with honors in Foreign Philology and M.A. in Counseling Psychology. In the beginning of 2024 he and his colleague developed a course for ITMO employees "AI in Education: Effective Lesson Design". In his free time, Artem likes to watch movies and read books, which he usually turns into worksheets for his classes.
Paper Presentation
AI as a Feedback Partner in Student Writing
This presentation explores the use of ChatGPT as a feedback partner in student writing assignments in English courses at the Bachelor’s and Master’s levels. Drawing on classroom practice, I will discuss how AI can provide structured, immediate feedback while raising important ethical and pedagogical questions. The talk highlights strategies for integrating AI into writing pedagogy, ensuring transparency, fostering academic integrity, and preserving a human-centered approach in communication between students, teachers, and emerging technologies.
Paper Presentation
AI as a Feedback Partner in Student Writing
This presentation explores the use of ChatGPT as a feedback partner in student writing assignments in English courses at the Bachelor’s and Master’s levels. Drawing on classroom practice, I will discuss how AI can provide structured, immediate feedback while raising important ethical and pedagogical questions. The talk highlights strategies for integrating AI into writing pedagogy, ensuring transparency, fostering academic integrity, and preserving a human-centered approach in communication between students, teachers, and emerging technologies.
Artem Sigaev
Foreign Language Teacher, Foreign Language Training Center, ITMO University
Olga Akimova is an Associate Professor at the English Language Department of Lomonosov MSU Business School. She holds a PhD in Philology from Moscow Pedagogical State University and an MA in Cultural Management from the University of Manchester. With extensive teaching experience in higher education, she currently delivers courses in Critical Thinking, Digital Intelligence, and Business English. Her research explores issues at the intersection of linguistics, digital education, and artificial intelligence, focusing on AI literacy, generative AI in the classroom, and gender bias in large language models. Olga Akimova is also a methods specialist at the AI Lab Method.GSOM at Saint Petersburg University, where she designs and conducts workshops on AI for educators. She is an active researcher, regularly presenting at international conferences and co-authoring publications and white papers on AI in education. Her professional recognition includes a Letter of Gratitude from the Ministry of Science and Higher Education of the Russian Federation and awards for her teaching and methodological work.
Paper Presentation
Designing AI-Resistant Assignments: Pedagogical Strategies for Fostering Authentic Learning in the Age of Generative AI
The design and implementation of AI-resistant assignments has become a critical pedagogical response to the proliferation of generative artificial intelligence. Teachers are challenged to develop assignment types that emphasize skills inherently difficult to automate. The report demonstrates the tools for AI-resistant assignments design and the factors contributing to the effectiveness of such tasks such as personal reflection, real-world primary source analysis, multi-stage scaffolded projects, and process-oriented evaluation. The results emphasize the necessity for educators to shift from product-focused to process-focused assessment models. The report raises questions of academic integrity and pedagogical innovation, arguing that well-designed assignments can leverage AI as a tool while safeguarding the core values of critical thinking and original student work.
Paper Presentation
Designing AI-Resistant Assignments: Pedagogical Strategies for Fostering Authentic Learning in the Age of Generative AI
The design and implementation of AI-resistant assignments has become a critical pedagogical response to the proliferation of generative artificial intelligence. Teachers are challenged to develop assignment types that emphasize skills inherently difficult to automate. The report demonstrates the tools for AI-resistant assignments design and the factors contributing to the effectiveness of such tasks such as personal reflection, real-world primary source analysis, multi-stage scaffolded projects, and process-oriented evaluation. The results emphasize the necessity for educators to shift from product-focused to process-focused assessment models. The report raises questions of academic integrity and pedagogical innovation, arguing that well-designed assignments can leverage AI as a tool while safeguarding the core values of critical thinking and original student work.
Olga Akimova
PhD, Associate Professor of the English Language Department,
Lomonosov Moscow State University Business School
Lomonosov Moscow State University Business School
Dmitriy Tulyakov has numerous publications in applied and corpus linguistics, English for academic purposes, and business communication. He has extensive experience teaching Academic Writing to ESL students and is especially interested in modern approaches to teaching and researching undergraduate and professional writing.
Paper Presentation
Paper Presentation
Inflated by AI: Importance Markers in Human Written and AI-generated Research Abstracts
Generative AI has begun to reshape academic writing, influencing how research is presented. This study examines how AI-generated research abstracts differ from human-written ones in expressing importance. Comparing over 200 authentic abstracts with AI-generated versions of the same texts, we found that while both used similar numbers of importance-related nouns and verbs, AI abstracts contained far more adjectives and adverbs emphasizing significance. These findings suggest that AI not only mirrors but amplifies the promotional tone typical of research writing. Writers should be cautious, as AI tools may inflate the perceived importance of research when summarizing content.
Dmitriy Tulyakov
Cand. Sc. (Philology), Associate Professor, Department of Foreign Languages, HSE University (Perm)
Dmitry Balashov earned his Master's degree from the Herzen State Pedagogical University of Russia in 2023, majoring in Modern Linguistics and Intercultural Communication. Upon graduation, he worked at a language gymnasium and at Herzen University. Since 2025, he has been employed as a teacher/lecturer at the Saint Petersburg State University of Industrial Technologies and Design. Furthermore, Dmitry regularly undertakes professional development courses and continuously works on improving his proficiency in English and German.
Paper Presentation
Application of Artificial Intelligence for Automatic Detection of Semantic Shifts in Political Discourse
This study focuses on the development and validation of artificial intelligence methods for automated diachronic analysis of semantic transformations in political discourse. The study uses news texts and transcripts of public speeches, as well as neural network architectures for dynamic embeddings and transformer models. The key objective is to quantify the trajectories of semantic evolution of political thesaurus concepts and their representation in vector spaces. The results obtained allow for the objectification of the processes of ideological narrative transformation and have practical significance for political linguistics and media discourse monitoring.
Paper Presentation
Application of Artificial Intelligence for Automatic Detection of Semantic Shifts in Political Discourse
This study focuses on the development and validation of artificial intelligence methods for automated diachronic analysis of semantic transformations in political discourse. The study uses news texts and transcripts of public speeches, as well as neural network architectures for dynamic embeddings and transformer models. The key objective is to quantify the trajectories of semantic evolution of political thesaurus concepts and their representation in vector spaces. The results obtained allow for the objectification of the processes of ideological narrative transformation and have practical significance for political linguistics and media discourse monitoring.
Dmitry Balashov
Assistant at the Department of Foreign Languages in the Professional Sphere, Saint Petersburg State University of Industrial Technologies and Design
Mikhail Matveev is a psycholinguist, translator, and English-language teacher. Research interests: neuro-pedagogy, multimodal text, and the use of AI in education. He participates in applied research on integrating AI into higher education. He teaches academic/professional English.
Paper Presentation
Co-author
Elena Shipova
Paper Presentation
Neuroeducation in the AI era: designing multimodal texts that match learners’ cognitive schemas
This presentation gives practical principles for AI-assisted multimodal learning texts. It blends Mayer’s Cognitive Theory of Multimedia Learning with Sweller’s Cognitive Load Theory. It adds Russian activity theory — Vygotsky, A.N. Leontiev, and P.Ya. Galperin. We show how motive, task object, and staged action formation shape adaptive text design. Attendees receive clear design rules, an ethical checklist for adaptive algorithms, and a short validation protocol.Co-author
Elena Shipova
Mikhail Matveev
Cand. Sc. (Philology), Associate Professor, Department of Foreign Languages, Moscow Institute of Physics and Technology (MIPT)
Elena Shipova graduated from MSLU in 2024 with a degree in Translation and Translation Studies. Her working languages are Persian and English. During her studies, she took part in various translation projects and served as an interpreter at conferences. In 2023, she completed an academic internship at Allameh Tabataba’i University in Tehran. She currently teaches translation studies and translation practice, including English military-political translation. She is developing a new teaching manual on military translation and actively building her early-career research profile—participating in studies, publishing articles, and attending academic conferences and round tables.
Paper Presentation
Paper Presentation
Neuroeducation in the AI era: designing multimodal texts that match learners’ cognitive schemas
This presentation gives practical principles for AI-assisted multimodal learning texts. It blends Mayer’s Cognitive Theory of Multimedia Learning with Sweller’s Cognitive Load Theory. It adds Russian activity theory — Vygotsky, A.N. Leontiev, and P.Ya. Galperin. We show how motive, task object, and staged action formation shape adaptive text design. Attendees receive clear design rules, an ethical checklist for adaptive algorithms, and a short validation protocol.
Elena Shipova
Lecturer, Department of Translation and Interpretation, Moscow State Linguistic University (MSLU)
Alexander Aton
Master's in technical writing from Missouri State University, 2019.
Cambridge CELTA certificate, Frankfurt-am-Main, 2013.
Worked in the USA, Italy, Austria, and Germany. Head of the international section for the Start to Innovate Conference.
Scientific interests: teaching methods, childhood education and upbringing, building student interest and motivation.
Paper Presentation
How to use LLM-generated exercises to increase student engagement
Boring lessons can be made more engaging with student-to-student speaking and writing exercises. Simple LLM prompts will produce questions and formats to support teachers in running engaging classrooms. These exercises use procedural memory which is more effective at improving language skills than conventional grammar and vocabulary tasks.
Master's in technical writing from Missouri State University, 2019.
Cambridge CELTA certificate, Frankfurt-am-Main, 2013.
Worked in the USA, Italy, Austria, and Germany. Head of the international section for the Start to Innovate Conference.
Scientific interests: teaching methods, childhood education and upbringing, building student interest and motivation.
Paper Presentation
How to use LLM-generated exercises to increase student engagement
Boring lessons can be made more engaging with student-to-student speaking and writing exercises. Simple LLM prompts will produce questions and formats to support teachers in running engaging classrooms. These exercises use procedural memory which is more effective at improving language skills than conventional grammar and vocabulary tasks.
Alexander Aton
Lecturer, Department of Foreign Languages, Moscow Institute of Physics and Technology (MIPT), MA in Writing from Missouri State University, CELTA from International House
Victoria Tevs is a language instructor at the Moscow Institute of Physics and Technology, where she teaches General English and English for Research to undergraduate students. She holds an MA with honors in Philology and is currently a PhD student at Demidov Yaroslavl State University.
Paper Presentation
Paper Presentation
“Digital Aristotle”: A Case Study in Using AI Tools to Design an Educational Game
What if Aristotle had ChatGPT? With AI stepping onto the academic stage, educators can venture beyond the familiar curriculum and explore the territory of creating new materials from scratch. This presentation sheds light on a case study in which AI tools acted as an ally in designing a board game to teach rhetorical principles. Drawing on the hands-on experience, I will argue for a model of AI as a powerful, yet problematic, co-pilot and share practical ideas for educators looking to embark on similar teaching projects.
Victoria Tevs
Lecturer, Department of Foreign Languages, Moscow Institute of Physics and Technology (MIPT)
Ekaterina Artamonova teaches Spanish language courses for undergraduates at various levels, integrating modern teaching methods, including artificial intelligence. She is the founder of the "Conversation Club" (Habla Club), where students have the opportunity to develop and refine their oral communication skills in an interactive format. Her professional interests include studying the cultural traditions of Spanish-speaking countries, including translating documents on the history of Spanish theater during the Golden Age. Ekaterina Artamonova publishes research articles and participates in scientific conferences.
Paper Presentation
"Philodemus, Shakespeare, Lope de Vega... New possibilities and discoveries in the era of Artificial Intelligence"
Modern Artificial Intelligence (AI) technologies are opening new horizons in the study of the literary legacy of such great authors as Philodemus, Shakespeare, and Lope de Vega. Using computer analysis and machine learning, researchers are successfully identifying the authorship of the texts and uncovering previously unknown works. An interdisciplinary approach, integrating philology, computer science, and history, facilitates a deep understanding of cultural context and expands the capabilities of traditional humanities. This report explores the prospects and results of applying artificial intelligence to literary attribution.
Co-author
Natalia Savina
Paper Presentation
"Philodemus, Shakespeare, Lope de Vega... New possibilities and discoveries in the era of Artificial Intelligence"
Modern Artificial Intelligence (AI) technologies are opening new horizons in the study of the literary legacy of such great authors as Philodemus, Shakespeare, and Lope de Vega. Using computer analysis and machine learning, researchers are successfully identifying the authorship of the texts and uncovering previously unknown works. An interdisciplinary approach, integrating philology, computer science, and history, facilitates a deep understanding of cultural context and expands the capabilities of traditional humanities. This report explores the prospects and results of applying artificial intelligence to literary attribution.
Co-author
Natalia Savina
Ekaterina Artamonova
PhD of Art History, Associate Professor, Department of Foreign Languages, Moscow Institute of Physics and Technology (MIPT)
Natalia Savina teaches English language courses for for undergraduates at various levels, integrating modern teaching methods, including cognitive-discursive technology and artificial intelligence. Her professional interests include researching new teaching methods, adaptation and integration of new teaching materials. Natalia Savvina publishes research articles and participates actively in scientific conferences.
Paper Presentation
"Philodemus, Shakespeare, Lope de Vega... New possibilities and discoveries in the era of Artificial Intelligence"
Modern Artificial Intelligence (AI) technologies are opening new horizons in the study of the literary legacy of such great authors as Philodemus, Shakespeare, and Lope de Vega. Using computer analysis and machine learning, researchers are successfully identifying the authorship of the texts and uncovering previously unknown works. An interdisciplinary approach, integrating philology, computer science, and history, facilitates a deep understanding of cultural context and expands the capabilities of traditional humanities. This report explores the prospects and results of applying artificial intelligence to literary attribution.
Paper Presentation
"Philodemus, Shakespeare, Lope de Vega... New possibilities and discoveries in the era of Artificial Intelligence"
Modern Artificial Intelligence (AI) technologies are opening new horizons in the study of the literary legacy of such great authors as Philodemus, Shakespeare, and Lope de Vega. Using computer analysis and machine learning, researchers are successfully identifying the authorship of the texts and uncovering previously unknown works. An interdisciplinary approach, integrating philology, computer science, and history, facilitates a deep understanding of cultural context and expands the capabilities of traditional humanities. This report explores the prospects and results of applying artificial intelligence to literary attribution.
Natalia Savina
Senior lecturer, Department of Foreign Languages, Moscow Institute of Physics and Technology (MIPT)
Oksana Anosova graduated from Lomonosov Moscow State University (MSU) and defended her Candidate of Sciences dissertation in 1995 in the Department of History of Foreign Literature. She has experience working as a translator and foreign language instructor at leading Russian universities. Oksana currently teaches English at RUDN University. She has participated in numerous international conferences, with her presentations receiving awards.
Paper Presentation
AI in teaching: a review of scientific research and practice
The applied AI training algorithms are growing, and university practices are shaping the policies and ethics of regulating existing technologies. Mistakes are being overcome through practice in order to improve the level of education, motivate and engage students, create more in-demand and highly qualified personnel, and ultimately, collaborate with human and artificial intelligence in the field of education to produce graduates (bachelors and masters) in an era of merging high educational, scientific, pedagogical, and technological achievements.
Paper Presentation
AI in teaching: a review of scientific research and practice
The applied AI training algorithms are growing, and university practices are shaping the policies and ethics of regulating existing technologies. Mistakes are being overcome through practice in order to improve the level of education, motivate and engage students, create more in-demand and highly qualified personnel, and ultimately, collaborate with human and artificial intelligence in the field of education to produce graduates (bachelors and masters) in an era of merging high educational, scientific, pedagogical, and technological achievements.
Oksana Anosova
Cand. Sc. (Philology), Associate Professor, Department of Foreign Languages, Moscow Institute of Science and Technology (MIPT), Associate Professor, Department of Foreign Languages, RUDN University