This study examines the systemic transformation of education in the context of the rapid development of artificial intelligence and the formation of a new technological paradigm. Based on a comprehensive interdisciplinary analysis — including a systematic literature review, meta-analysis of empirical studies on AI models, and a comparative examination of national education strategies — the study identifies a fundamental problem of “dynamic disproportion” between the pace of technological change and the adaptive capacity of educational systems.
A quantitative measure — the “Lag Coefficient” — is proposed, demonstrating critical values (7–10) for the Russian education system. Six clusters of key competencies required in the new educational paradigm are identified: foundational professional knowledge, technological mastery, cognitive resilience, creative thinking, human-centered skills, and an ethical dimension. A comparative analysis of international models for AI integration in education (Asian, European, and American) is conducted, and differentiated recommendations are developed for various stakeholders in the educational process. The necessity of a humanistic approach to AI integration is argued — one grounded in the principle of enhancing human potential while preserving intellectual autonomy. The study’s findings hold theoretical significance for the development of education policy and practical value for educational institutions, educators, and AI solution developers.
Keywords: artificial intelligence, education transformation,
metacognitive skills, lag coefficient, dynamic disproportion,
generative AI models, cognitive resilience, human-centered education,
education policy, digital pedagogy.
