Developing pre-service teachers' readiness to use artificial intelligence in professional practice

the article addresses the urgent issue of forming the readiness of pre-service teachers to use artificial intelligence (AI) technologies in their professional practice. The theoretical framework of the study is based on systemic, competence-based, and axiological approaches. On this basis, the authors identify and characterize the key components of this readiness: motivational-axiological, cognitive, and operational-activity. The article presents and tests a pedagogical model aimed at the comprehensive development of these components. Based on the data from a pedagogical experiment involving control and experimental groups, the paper provides evidence of the proposed model's effectiveness. The results of the statistical analysis (?? test) showed significant positive changes in the experimental group across all three components. The study concludes that forming the readiness to use AI is primarily a pedagogical, rather than a technological, task, requiring the development of students' critical thinking and methodological skills. The materials of the article can be valuable for developing and updating teacher education programs.

artificial intelligence (AI), readiness for professional activity, pre-service teachers, pedagogical model, components of readiness, pedagogical experiment, digitalization of education