FROM STUDENT TO RECTOR: PRACTICES OF IMPLEMENTING GENERATIVE AI IN THE EDUCATIONAL PROCESS AND IN PROFESSIONAL DEVELOPMENT

Abstract

The article examines practices of using generative artificial intelligence in higher education based on a trajectory model from student to rector. The aim of the study is to show how different formats of working with artificial intelligence are related to the development of digital and managerial competencies of students, faculty members and university leaders. The empirical basis consists of three cases: a business game with joint project design and public defense of solutions, assignments focused on critical examination of artificial intelligence responses, and a professional development module for managerial staff. The use of comparative analysis, pedagogical observation, surveys and statistical analysis revealed an increase in cognitive, activity-related and motivational indicators, confirming the pedagogical effectiveness of integrating artificial intelligence into the educational process and professional development programmes.