Abstract. The current digital transformation is impacting all aspects of life, including diplomatic activities, cultural cooperation, and the education system. In each of these areas, digitalization is unfolding in its own unique way, altering people’s usual way of life and the nature of their interactions. The digitalization of the education system is not merely a fashionable trend but a necessity of the modern world, requiring targeted support. The key driving force behind these profound changes is artificial intelligence (AI). This article is dedicated to the potential and challenges of implementing AI in the field of education. Digital systems can enhance efficiency, personalization, and accessibility of education. They open new opportunities for expanding the geography of the educational landscape and changing its structure. However, the implementation of AI technologies is associated with certain difficulties and problematic aspects. In recent years, the phenomenon of “AI-assisted plagiarism” has become widespread in educational institutions, raising important ethical issues related to the use of automatically generated texts in the learning process. The solution to this problem lies in changing our perception of AI technologies not just as a simple technological breakthrough, but as a multifaceted social process affecting many spheres of current existence. This approach allows for the full realization of AI’s potential in the educational process while minimizing potential difficulties and risks. Mastering AI technologies is crucial for future international relations specialists who will be working in an environment of total application and integration of these technologies into professional activities. The article examines documents from domestic IT companies and recommendations from UNESCO experts on regulating and ensuring the safe and ethical application of AI.
Key words: digitalization, digital technologies, AI plagiarism, artificial intelligence, “digital purity”, digital risks.