Ai Applications in Vitagen-Based Education: Expanding Opportunities and Emerging Risks in Developing Students’ Mentality

Downloads
Published
2025-11-06
Issue
Vol. 5 No. 11 (2025): European Journal of Innovation in Nonformal Education
License
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors

  • Nodira Rustamovna Rustamova

    PhD, Associate Professor, Department of Psychology and Pedagogy, Faculty of Social Sciences, ISFT International School of Finance Technology and Science (Private University), Tashkent, 100140, Uzbekistan
Keywords:
vitagen technologies, artificial intelligence, mentality development
Abstract
This article investigates how artificial intelligence (AI) applications can expand educational opportunities within vitagen-based pedagogical systems aimed at developing students’ mentality and reflective consciousness. It presents a critical analysis of ten AI tools (ChatGPT, HeyGen, Gamma, CanvaAI, DeepL, QuillBot, Copilot, Perplexity, Claude, and D-ID) used in higher education for enhancing students’ media mentality and self-reflective learning. The research highlights their pedagogical affordances—personalization, reflective scaffolding, and multimodal cognition—as well as psychological and ethical limitations such as dependency, cognitive passivity, and bias amplification. The study proposes an integrative model for ethically responsible AI–Vitagen synergy, balancing technological innovation with humanistic values in education.
References

1. Crawford, K. (2021). Atlas of AI: Power, politics, and the planetary costs of artificial intelligence. Yale University Press.

2. Floridi, L. (2019). The logic of information: A theory of philosophy as conceptual design. Oxford University Press.

3. Gurevich, P. (2018). Philosophy of informational consciousness. Moscow: Akademkniga.

4. Hofstede, G. (2020). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations. Sage Publications.

5. Miao, F., & Holmes, W. (2023). AI and education: Guidance for policymakers. UNESCO Publishing.

6. OECD. (2024). Artificial intelligence and the future of learning: Global ethics report. OECD Publishing.

7. Rustamova, N. (2023). Vitagen technologies and digital reflection in higher education. Journal of Educational Psychology and Innovation, 12(3), 77–95. https://doi.org/10.1016/jepsi.2023.003

8. Rustamova, N. (2024). Mediamentalitet and the evolution of vitagen pedagogy. International Review of Pedagogical Studies, 9(2), 55–78. https://doi.org/10.1016/irps.2024.002

9. UNESCO. (2023). Ethical challenges of AI in education: Global perspectives. UNESCO Publishing.