The article considers the possibility of introducing artificial intelligence technologies into the teaching of geometric and graphic disciplines in technical universities. The research includes an analysis of scientific and methodological literature, empirical testing of DeepSeek, GigaChat and Rugpt, and the author's pedagogical experience. The potential of artificial intelligence for automating the development of assessment materials, advising students and optimizing independent work is being studied. The possibility of significant time savings for teachers due to the use of artificial intelligence to generate training tasks in graphic disciplines is refuted, since it is impossible to generate images of the required level. The advantages and disadvantages of automated assessment systems are highlighted, the importance of individualizing assignments and providing timely feedback is emphasized. The positive impact of new technologies on increasing students' motivation and involvement in the learning process is noted, but the question of determining the level of independence in completing assignments remains open. The author argues that the new technologies are not yet applicable in the geometric and graphic training of students, but emphasizes the prospects for their implementation in the near future due to continuous development. The importance of high-quality teacher training and regular software updates, taking into account the specifics of each university, is noted. The author focuses on the importance of developing Russian software products and urges careful implementation of artificial intelligence technologies, taking into account potential threats and limitations.
artificial intelligence, geometric and graphic training, higher education
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