Artificial intelligence as an architect of the youth value matrix: challenges for education

Introduction. In the context of widespread digitalization and the rapid development of artificial intelligence (AI), a fundamental transformation of the processes of socialization of the younger generation is taking place. AI is no longer just a tool, actively influencing the formation of the worldview, value system and behavioral patterns of young people. This article is devoted to the analysis of how algorithmic systems act as implicit architects of the axiological landscape, creating new challenges for traditional educational institutions.

The purpose of the study is to identify specific mechanisms of artificial intelligence's influence on the value matrix of modern youth and to substantiate adapted strategies of the educational system to mitigate potential risks and maximize the use of its developing potential.

Materials and methods. The methodological basis of the research is a comparative analysis of Russian and foreign literature on the philosophy of education, the sociology of youth and the ethics of AI, as well as an interdisciplinary approach that includes elements of axiological, risk-based and systemic analysis. The research was conducted using methods of theoretical modeling of algorithmic socialization processes and forecasting the transformation of the educational paradigm.

Results. The article shows that AI actively forms "echo chambers" and "information bubbles", narrowing the value horizon of young people and influencing the choice of ideological orientations. The author's criticism of the passive position of education is presented, which often does not have time to adapt to new realities, yielding to algorithms in the formation of value attitudes. Arguments are made in defense of the need to develop "algorithmic literacy" and critical thinking as key competencies in the era of digital dominance. The author's vision of the problem of deconstruction of authorities and the erosion of the value of objective truth under the influence of generative AI is shown.

Conclusions. The article proves that the education system should transform from a knowledge relay into an active navigator and axiological filter that can help young people maintain subjectivity, critically evaluate information and build a stable system of human values in an environment where AI becomes one of the main architects of their worldview. The necessity of forming a new pedagogical paradigm focused on the development of empathy, creativity and ethical responsibility is emphasized.

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