UPDATING TEACHERS' PROFESSIONAL COMPETENCES IN THE ERA OF ARTIFICIAL INTELLIGENCE: STRATEGIES AND REGULATION

Abstract

In the modern conditions of digital transformation of education and active implementation of artificial intelligence (AI) technologies, the requirements for the professional activity of a teacher are changing significantly. The integration of artificial intelligence into the educational process and the constant updating of relevant digital tools necessitate a rethinking of the traditional role of the teacher. Under these conditions, the need to update the content and structure of teachers’ professional competence in accordance with the new requirements for professional development and advanced training in the postgraduate period is becoming more urgent. Purpose. The purpose of the article is to research and substantiate strategies and mechanisms for updating teachers’ general and professional competencies in the context of the rapid development of artificial intelligence (AI). Methods. The study used theoretical analysis of scientific literature and sources on the topic of the research, content analysis of articles and publications dedicated to the introduction of artificial intelligence into the educational process, generalization and modeling of teacher's competencies that intersect with competencies in the field of AI, as well as synthesis of the information obtained to form conclusions and recommendations. Results. The importance of digital skills and competencies among teachers is constantly growing, and mastery of artificial intelligence technologies is becoming one of the key components of modern education. This provision is confirmed by a number of international documents. In particular, in the UNESCO Recommendations on the Ethics of Artificial Intelligence (2021), in the European Union strategic document «Digital Education 2030». The OECD report also emphasizes that the integration of AI into the educational environment requires not only technical adaptation, but also the formation of new professional competencies for teachers. It is about critically reflecting on the opportunities and challenges associated with the application of algorithmic solutions, personalized learning, and digital analytics in educational practice. The development of digital and artificial intelligence literacy of teachers is gaining the status of one of the priority areas of educational policy, which involves systematic support for the professional growth of teachers, revision of state educational standards, and updating of advanced training programmes. It has been established that AI competencies are integrated into the general and professional competencies of teachers described in the framework documents and are a key element of the training and advanced training of specialists. Particular attention is paid to updating the content of informational-digital, organizational, social and emotional-ethical competences, taking into account the specifics of learning in the era of AI. The analysis of curricula and content modules of the in-service training courses revealed a high level of integration of elements aimed at developing teachers’ digital competence, as well as existing forms and types of activities aimed at implementing AI in the educational process. The results of the study indicate that AI literacy is closely related to other digital skills and competencies of professionals and requires special attention in the context of teachers’ professional development. The conclusions drawn become the basis for further research aimed at improving and expanding the tools for forming AI literacy of specialists, developing targeted professional development programmes, and preparing teachers for the challenges and opportunities that the use of AI in education opens up. Conclusions. Based on the results of the study, it can be concluded that effective updating of teachers' professional competencies in the context of the implementation of artificial intelligence technologies requires a systemic approach. The key conditions are: developing teachers’ digital skills, integrating knowledge about AI into advanced training programmes, forming strategic mechanisms for regulating its use at the level of educational institutions, and implementing relevant provisions in state standards. The combination of centralized support, resource provision, and orientation towards international experience can ensure a balanced implementation of innovations while preserving the pedagogical value and quality of the educational process.