DEVELOPING AI LITERACY IN TECHNICAL STUDENTS

Abstract

The article presents a theoretical and methodological justification for developing AI literacy in technical students as a holistic pedagogical process. The study clarifies the conceptual framework and component structure of learning outcomes (cognitive, activity-based, reflective, value-ethical, and legal components), describes a set of pedagogical conditions (institutionalization of goals and norms, interdisciplinary integration of content, a secure digital educational environment, teacher training, tutoring, and a developed assessment culture), and characterizes methods and tools: problem-based, project-based, and research-based learning, case studies, simulators and virtual laboratories, educational sandboxes, and formative assessment with rubricators and portfolios. A methodological framework for constructing learning assignments with the controlled use of intelligent tools and the integration of ethical and legal procedures is proposed. Directions for further research are outlined: scales of AI literacy development levels, a comparative assessment of implementation models, and the effects of selected didactic solutions.