DIGITAL ASSISTANT IN THE CLASSROOM: POSSIBILITIES AND LIMITATIONS OF AI APPLICATION IN LITERATURE AND LANGUAGE TEACHING

Abstract

Contemporary literature and language teaching increasingly integrates digital tools, among which artificial intelligence (AI) holds a prominent position. This paper aims to examine the role of AI as an assistant in the teaching process, focusing on didactic, methodological, and ethical aspects. Using an analytical-descriptive approach, the paper highlights the possibilities of applying AI in various teaching areas: in literary studies (character analysis, motif interpretation, contextualization of literary works), in language instruction (grammatical and stylistic exercises, contrastive analyses), as well as in the preparation of didactic materials (tests, quizzes, digital games). Special attention is given to differentiated instruction and inclusion, as AI can provide individualized tasks for students of varying abilities and interests. The paper also discusses the limitations of AI use, such as the risk of passive content consumption, reduced critical thinking, and technological dependence, emphasizing the necessity of teacher supervision and clear pedagogical guidelines. It is concluded that AI can significantly enhance the teaching process by relieving teachers of routine tasks, but it cannot replace their creative and interpretative role.