GENERATIVE ARTIFICIAL INTELLIGENCE IN EDUCATION: NEW TASKS AND COMPETENCES OF A TEACHER

Abstract

The article examines a problem of developing new digital competencies in the field of artificial intelligence in teachers, integrated into their digital competence. This is due to the active implementation of generative artificial intelligence as a tool for improving the quality of education, personalizing and optimizing the educational process in the context of digitalization of education. The objective of the article is to define and systematize these competencies necessary for solving pedagogical problems in the digital environment. The tasks include analyzing teachers’ awareness of artificial intelligence, identifying a list of necessary digital competencies in the field of artificial intelligence and describing the problems solved with their help. The study is based on the analysis of scientific publications and an online survey of teachers from Saint Petersburg and the Leningrad Region. The authors conclude that teachers are interested in generative artificial intelligence technology, but they are insufficiently prepared for its integration into the educational process. Interaction with neural networks often turned out to be ineffective. The necessity of developing and systematizing new digital competencies for successful use of generative artificial intelligence in education by teachers is substantiated. General-user, general pedagogical and subject-pedagogical competencies in the field of artificial intelligence are identified. The results of the study contribute to the development of the category “digital competence of a teacher”. A detailed description of digital competencies in the field of artificial intelligence is relevant when creating advanced training programs aimed at developing teachers’ practical experience in using generative neural networks in education.