PREPARATION OF DIGITAL TECHNOLOGY TEACHERS FOR THE IMPLEMENTATION OF ARTIFICIAL INTELLIGENCE (CHATGPT, GEMINI, COPILOT) IN THE EDUCATIONAL PROCESS

Abstract

Purpose: to theoretically substantiate and develop a model for preparing digital technology teachers for the implementation of generative artificial intelligence systems (ChatGPT, Gemini, Copilot) in the educational process of higher education institutions; to determine the key competencies of teachers of the specialty Professional Education (Digital Technologies) necessary for effective integration of AI tools into pedagogical practice; to develop practical recommendations for organizing a system of professional development of teachers in the context of digital transformation of education.

Methodology: a complex of research methods was used, including theoretical analysis of scientific literature, comparative analysis of international competency frameworks (UNESCO AI CFT, DigCompEdu, Supplement to DigCompEdu), synthesis of pedagogical experience, and modeling. Classification and generalization methods were applied for data systematization.

Scientific novelty: lies in the development of a five-stage model for preparing digital technology teachers that integrates international standards of artificial intelligence competencies with domestic realities of higher education; the structure of AI competencies for teachers of technical specialties has been clarified, combining technical literacy with pedagogical mastery of integrating generative technologies into professional training; a methodology for developing prompt engineering skills and critical evaluation of AI system results has been proposed as key components of teachers' professional development.

Conclusions: the implementation of generative AI in the educational process requires systematic teacher preparation covering diagnosis of digital competencies, theoretical mastery of AI fundamentals, practical training with tools (ChatGPT, Gemini, Copilot), pedagogical integration, and monitoring of results. Digital technology teachers, due to their existing technical foundation, have advantages in mastering AI tools, but require additional pedagogical competencies for ethical and effective use of generative technologies in professional training. The research results can be used for developing professional development programs for university teachers, methodological recommendations for integrating AI into the educational process, and adapting educational programs of the specialty Professional Education (Digital Technologies).