Kazan State University of Culture and Arts

This study aims to examine the relationship between university students' attitudes towards artificial intelligence (AI) and AI literacy levels. A quantitative research method was used using the relational survey model to determine whether students' attitudes of AI, both positive and negative, were related to their understanding and application (literacy) of AI concepts. The data were collected with the AI attitude scale and the AI literacy scale. The data were analyzed using descriptive statistics, comparative analyses, correlation analysis, and multinominal logistic regression analysis to determine the strength and nature of the relationship between AI attitudes and literacy. The results of the research determined that the students generally had a moderate level of AI literacy, their positive attitudes were high and their negative attitudes were moderate. It was determined that male students and upper-grade students had higher AI literacy and positive attitudes, while engineering and social sciences students had more positive perspectives among disciplines. Correlation analyses show that there are significant positive relationships between AI literacy and positive attitude, and negative relationships between negative attitudes. The model explains the AI literacy level with a rate of 38.6%. According to the findings of the research, it is recommended that university administrations offer course contents, workshops and certificate programs that will increase AI literacy by considering discipline-based differences. It is recommended to disseminate informative and guiding activities, especially in areas where negative attitudes are high, such as health sciences. On the other hand students should make individual efforts to learn not onlythe user level, but also the technical, ethical and social dimensions of AI. It is important for them to evaluate technology in line with the principles of critical thinking, ethical awareness and digital responsibility.

In the modern world, creative freedom acts as the fundamental right of every individual to unleash their inner potential and create unique works of art. It is an individual’s multifaceted ability to freely choose paths of ex-pression, form their own artistic vision, and realize creative designs without any external pressure or control. The concept of creative freedom undergoes transformation alongside changes in social life, the political sys-tem, and the cultural sphere. These metamorphoses affect both theoretical conceptions of the nature of creativ-ity and the practical aspects of its realization. The aim of this article is to analyze the mechanisms by which the regulation of creative freedom influences the artistic process in historical perspective, using the life and work of Tatar singer Ilham Shakirov as a case study. Through the prism of his biography, one may observe how a crea-tive personality constructed a strategy of self-expression within shifting ideological frameworks: which reper-toire the artist chose, how he interacted with institutions, and what techniques he employed to maintain a con-nection with folk traditions without violating official prescriptions.

This article analyzes the 4.0 University, which is creating an AI-focused ecosystem for student entrepreneurship. The university’s mission is to unite research educators, students, and the business community for the joint development of new ideas and solutions for startup projects. A specialist of international stature is an innovator of an exclusive product with a national flavor. The KazGIK Engineering Center is a platform for innovative development of IT technologies for creative industries while preserving the cultural code for the student entrepreneurship ecosystem.

The authors developed the theory-grounded model of workflow organization for continuing professional library and information education in the digital educational environment. The model is to personalize professional’s learning in the context of digital transformation. The methods include system and andragogical approaches, analysis of domestic and foreign publications of 2019–2025, as well as expert discussions. The four-stage model is developed: 1) digital diagnostics of initial competences; 2) computerized compilation of personalized curriculum; 3) adaptive support of learning with LMS analytics and tutor supervision; 4) final verification of outcomes via digital portfolio. The model provides continuous feedback, decreases learning time and supports developing practice-oriented skills. The model implementation will enable to prepare librarians for working in the digital environment more efficiently. Its practical significance lies in its reproducibility in every sector of continuing professional education and its potential integration with the state information systems, which would enhance skills recognition in the labor market.

The authors consider the issues of transforming the educational environment of a university in order to implement a practice-oriented approach in the training of highly qualified specialists – textile clothing designers for the real sector of the economy using digital technologies and their adaptation to the educational process, taking into account modern fashion trends, aesthetic and national styles.