Teachers’ AI competence: essence, structure, meaning in the conditions of educational space digitalization

Abstract

The article is devoted to presenting the results of the analysis and substantiation of the essence and structure of teachers’ AI competence, establishing its significance in the conditions of educational space digitalization. The current state of development of the regulatory framework regarding the implementation of AI in the educational and scientific process of educational institutions is analyzed, in particular, the Concept of the Development of Artificial Intelligence in Ukraine, Instructional and Methodological Recommendations on the Implementation and Use of Artificial Intelligence Technologies in General Secondary Education Institutions, Recommendations for Teachers, Students and Employees of the Higher Educational Institution "Artificial Intelligence in Higher Education Institutions". Key pedagogical approaches to implementing AI in teaching in the higher education system are identified with compliance with educational goals and pedagogical practices, personalization of learning, promotion of digital and AI literacy, encouragement of engagement and collaboration, development of critical thinking skills, ensuring accessibility and inclusivity, preservation of teacher autonomy, compliance with ethical and confidential challenges, continuous assessment and improvement. The review of the regulatory framework demonstrates a certain development level of the issue. The essence and structure of AI teachers’ competence are substantiated. Given the content analysis of the term, we consider it appropriate to use it as a complex of knowledge, abilities, ethical skills, attitudes, values, and experience that allow a teacher to critically and responsibly apply AI technologies in educational and scientific processes. The consideration of the structure made it possible for the authors to broadly present the components of AI competence, identified from different points of view on the specified concept, such as: according to the description of the UNESCO AI Competency Framework for Teachers, according to the hierarchy of competencies for the use of AI in accordance with the research results, taking into account the requirements of the digital society in the future.  The significance of teachers’ AI competence in the conditions of educational space digitalization in terms of use by all participants in the educational process: teachers, students, heads of educational institutions, which indicates the broad and practical involvement of AI technologies in the field of education and science has been established