THE STRUCTURE OF TEACHER’S COMPETENCE IN THE FIELD OF ARTIFICIAL INTELLIGENCE FOR SOLVING EDUCATIONAL TASKS

Abstract

The article is dedicated to research and substantiation of the structure of teacher’s competence in the field of artificial intelligence for solving educational tasks as a component of ICT-competence. It highlights the challenges, problems, and contradictions associated with the use of AI in education. The growing role of AI in teachers’ activities and the accumulation of experience in its application are emphasized, justifying the need for regulation of its use. The necessity of developing AI competence in teachers through the development and implementation of professional development programs is described, laying the foundation for mitigating risks and ethical consequences of AI usage. The concept and structure of AI competence for teachers are substantiated, reflecting not only the readiness to solve professional and educational tasks but also the application of AI for continuous education. The theoretical significance of the study lies in expanding existing ideas about the content and structure of AI competence. The results underscore the importance of AI competence for effectively solving educational tasks and improving teaching practice, as well as the necessity of regulating AI usage in education through the formation of AI competencies in teachers.