PROFESSIONAL DEVELOPMENT OF INFORMATICS TEACHERS USING ARTIFICIAL INTELLIGENCE BASED ON SELF-ASSESSMENT OF AI COMPETENCE
DOI:
https://doi.org/10.28925/2414-0325.2025.193Keywords:
artificial intelligence, AI competence, professional development, professional development of informatics teachers, postgraduate education, artificial intelligence toolsAbstract
The article focuses on the importance of preparing computer science teachers to use artificial intelligence (AI) in their professional practice and to develop their AI competence to equip students with the skills needed to face modern challenges and opportunities through digital technologies. The rapid advancement of AI demands continuous professional development from computer science teachers. Professional training programs should support the formation of competencies related to selecting and analysing AI-based educational resources, creating instructional content using AI, and assisting students in environments where learning is partially or fully AI-driven. An analysis of research allowed the identification of approaches to integrating AI into the educational process and highlighted the potential of the AI competence frameworks for teachers and students as tools to define directions for professional growth. This includes the establishment of AI hubs and the involvement of highly competent AI teachers in delivering professional development courses. A survey of 180 teachers regarding their self-assessed AI competence and needs for professional development programs enabled a comparison between theoretical insights and the actual demands of computer science educators in contrast to teachers of other disciplines. Based on this, strategies and directions for teachers’ professional growth were identified to ensure the effective implementation of innovative AI tools. These include learning analytics, AI ethics, instructional material design, and more. The integration of AI into computer science education shows significant potential to enhance student learning outcomes. Survey results confirm the readiness of computer science teachers to engage in professional development and participate in AI-focused training programs. The professional development of computer science teachers in the context of AI should be based on the integration of technical, pedagogical, ethical, and regulatory aspects. This study explores the significance and key areas of teacher preparation for AI use in postgraduate education and presents ideas and approaches to fostering AI competence among computer science teachers, ultimately supporting educational quality and preparing the younger generation for the challenges of the future.
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