The article presents the results of an empirical study on the attitudes of students at Ukrainian higher education institutions toward the role of artificial intelligence (AI), particularly ChatGPT, in the context of their future professional careers. The aim of this study is to determine whether students perceive ChatGPT (a generative AI tool) as a threat, an opportunity, or a multidimensional phenomenon that requires critical evaluation. The research methodology included the construction of two composite indices. These were the ChatGPT Opportunities Index and the ChatGPT Threats Index, both related to career development. The indices were based on responses from 354 students. All participants took part in the international "Global ChatGPT Student Survey". Data analysis employed descriptive statistics, analysis of variance (ANOVA), correlation analysis, clustering, and the χ² test. The results showed that the ChatGPT Opportunities Index was moderately higher than the ChatGPT Threats Index. This indicates a predominantly cautious optimism in students’ attitudes toward AI. At the same time, statistical analysis did not reveal any significant relationships between these indices and such variables as level of education, gender, or confidence in future employment. Cluster analysis identified three types of student attitudes: Realists, Reflective Optimists, and Disengaged. A synthesis of the results indicates that students show both interest in ChatGPT and a need for support from educational institutions in developing critical interaction skills with intelligent technologies. The study concludes that there is a need to integrate AI literacy into academic programs. It also highlights the importance of developing interdisciplinary training models and implementing educational interventions that foster adaptability and digital resilience among students.

The focus of the research is on the analysis of the effectiveness of different forms of educational activities in developing youth’s information and media literacy (IML), based on the results of the Ukrainian project “MEDIA & CAPSULES”, implemented within IREX’s “Learn and Discern” initiative. The study compared the impact of webinar sessions, masterclasses, and information and media workshops on three key IML indicators: information literacy, media literacy, and digital security. An empirical pre-post design was used to assess changes in participants’ competencies before and after each type of educational intervention. Statistical analysis revealed that information and media workshops had the strongest overall impact, particularly enhancing media literacy and digital security. Masterclasses were most effective in improving information literacy, while webinars showed moderate improvements across all indicators. The findings highlight the importance of aligning instructional formats with specific educational goals and provide practical implications for educators and curriculum developers working to strengthen youth resilience against misinformation and digital threats.