In the context of new challenges and threats, aggressive ways of interaction in the educational environment pose a special danger to the social security of modern Russian society. The analysis of the results of the problem of aggressive behavior of subjects study in educational relations allowed us to conclude that a high percentage of the prevalence of cyber aggression. Conflict-based remote interaction contributes to cyberbullying as online bullying and bullying as aggressive harassment within the walls of an educational organization. It was revealed that the markers of aggression are: psychological violence, emotional dominance, discrediting of another person. The purpose of this study was to discuss the results of the survey in the ChatGPT chatbot and confirm the conclusions of the study on the problem of cyber aggression in the educational environment. ChatGPT, using queries with a specific task, was able to confirm the main conclusions of our study. However, as a scientific expert, ChatGPT showed its inconsistency and, even with detailed queries with hints, could not see all the markers of cyber aggression in the interaction of young people in the general chats of an educational organization and give them an appropriate assessment. The material developed by ChatGPT for the abstracts of the report does not correspond to the publication format of scientific publications and needs significant revision. However, as a tool for creating content, ChatGPT has shown itself to be at its best. It is obvious that AI made it possible to quickly analyze and process information, but at the same time, in the interaction on the analysis of cyber aggression markers and the preventive resource of an educational organization, it showed itself to a greater extent as an assistant, rather than an independent scientific expert.
cyber aggression in an educational organization; cyber aggression markers; preventive resource; artificial intelligence; chatbot ChatGPT; IMRAD publication format.