ARTIFICIAL INTELLIGENCE AS A DRIVING FORCE FOR RUSSIAN LANGUAGE TEACHING IN CHINESE HIGHER EDUCATION INSTITUTIONS: CURRENT CHALLENGES, PARADIGM RECONSTRUCTION, AND PRACTICAL PATHS

Abstract

The article examines innovative ways to integrate AI into the Russian language teaching system within Chinese higher education institutions. First, based on the Digital Literacy Standard for Teachers issued by the Ministry of Education of the PRC and relevant UNESCO frameworks, a four-dimensional model of digital competencies for Russian language teachers is developed. This model includes “tool perception – integration into teaching – data-based feedback – professional growth,” and proposes a three-stage mechanism for their enhancement. Second, from the perspectives of pedagogical concepts, spatial forms, and evaluation systems, the article comprehensively justifies a strategy for a macro-reconstruction of the Russian language teaching paradigm in Chinese universities, aimed at a profound transition from “teacher-centeredness” to “student-centeredness.” Third, at the micro-practical level, the process of designing and implementing classroom activities for a practical Russian language course is explored based on the BOPPPS model, integrating the localized Russian intelligent tool “Alisa.” Special attention is paid to the effectiveness of the digital integration of elements related to “ideological and political education through the curriculum,” aimed at developing students’ high-order humanitarian competencies necessary for representing the “image of China” in the Russian language.