WHAT SHOULD BE THE DIGITAL COMPETENCE OF TEACHERS IN THE FIELD OF ARTIFICIAL INTELLIGENCE?

Abstract

In today's world, where artificial intelligence (AI) is finding more and more applications in various fields of human activity, its role in education is becoming extremely relevant. The paper focuses on teachers' digital competence in the field of AI, highlighting both theoretical aspects and practical opportunities and challenges. The main focus of the study is to analyse teachers' attitudes towards AI, their understanding of its potential for the educational process, and to identify the main obstacles and challenges they face in implementing it. The authors emphasise that despite the recognition of the great potential of AI for personalising learning and optimising the educational process, many teachers still experience significant difficulties with its use due to the insufficient level of digital competence. This paper describes the digital AI tools that can be useful in professional pedagogical activities and classifies them according to the teachers' needs. A survey conducted among teachers has shown that most respondents have a limited understanding of AI, its potential uses, and potential risks. Based on the results of the study, the authors developed recommendations for the development of teachers' digital competence in the field of AI, emphasising the need to clarify the concept of digital competence and adapt existing educational programmes. The authors believe that teacher training for the use of AI in professional activities should include not only technical aspects, but also ethical, social, and psychological components to ensure responsible and effective implementation of these technologies in the educational process. One of the main conclusions of the study is that the active implementation of AI tools into the educational process requires not only updating the content of education, but also the development of new pedagogical strategies that would take into account the peculiarities of the digital learning environment. The authors emphasise the importance of developing teachers' readiness for continuous professional development in the context of rapid technological change, as well as creating effective mechanisms to support and stimulate their interest in using innovative technologies in the educational process.