CRITERIA AND INDICATORS FOR ASSESSING PROSPECTIVE PRIMARY SCHOOL TEACHERS’ COMPETENCE IN THE USE OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES
Keywords:
The rapid development of artificial intelligence technologies has become one of the defining forces shaping the future of education worldwide. Intelligent tutoring systems,Abstract
This article addresses the problem of assessing prospective primary school teachers’ competence in the use of artificial intelligence (AI) technologies within the context of the digital transformation of education. Based on a theoretical analysis of contemporary digital-competence frameworks and the specific requirements of primary education, the article substantiates a five-component system of criteria — cognitive–knowledge, technological–practical, methodological–pedagogical, value–ethical, and reflective–developmental — together with corresponding indicators and three levels of development (low, medium, high). The article further proposes a set of diagnostic tools for the practical assessment of this competence and discusses implications for curriculum design in pedagogical higher education. The proposed system is intended to serve as a methodological foundation for the objective, comprehensive and reproducible assessment of future primary school teachers’ readiness to use AI technologies in professional activity.
References
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