ORGANIZATIONAL AND MANAGERIAL MECHANISMS FOR PREPARING TEACHERS TO APPLY GENERATIVE AI DURING ADVANCED TRAINING

Abstract

The article examines the urgent problem of training teachers to effectively use generative artificial intelligence services in the educational process in the context of the digital transformation of the general secondary education system. The study substantiates the need to develop teachers’ professional readiness to introduce innovative digital tools, in particular, generative artificial intelligence technologies, into teaching practice. It is noted that the introduction of such tools involves not only technical awareness, but also methodological, ethical and psychological and pedagogical training of teachers. The analysis of the current scientific discourse demonstrates both the potential benefits and challenges associated with the use of generative AI in education. In particular, the risks of violating academic integrity, reducing interpersonal interaction, and the possible digital dependence of students on automated solutions. At the same time, the researchers focus on the possibilities of generative artificial intelligence services to personalize learning, generate educational content, adapt educational materials to the needs of students, and optimize the teacher’s daily activities not related to the performance of professional duties. The aim of the article is to demonstrate specific cases of the safe and responsible use of generative artificial intelligence directly in the educational process of general secondary education institutions. The focus of the study is the analysis of the experience of implementing teacher training courses on the topic “Fundamentals of the use of generative artificial intelligence in educational activities”, which were implemented on the basis of Vinnytsia Academy of Continuing Education. The article analyzes the content of the courses, which is based on the principles of practice-oriented learning and contains both theoretical and practical components. Particular attention is paid to instructing teachers how to create effective queries (prompts), analyze the results of generation, assess the reliability and relevance of information, and integrate artificial intelligence into various stages of the educational process. The research methodology is techniques that can be used by teachers of various subjects to integrate generative AI into daily educational practice. These include explaining complex concepts using adaptive prompts, modeling interaction with generative artificial intelligence in the educational process, creating visuals for artistic works, and generating educational content in the classroom in various disciplines. Considerable attention was paid to the development of students’ critical thinking, fact-checking skills, interpretation of media texts, and information and digital security. Based on the analysis of the results of the training, the positive dynamics of teachers’ attitudes towards the use of AI tools in the educational process was noted. The students noted the practical value of the educational content, the relevance of the topics, the accessibility of the material presentation, and the readiness to apply the acquired knowledge in their professional activities. The results obtained indicate the effectiveness of the developed advanced training courses and their relevance to the challenges faced by modern schools in the context of digital transformation. The scientific novelty of the work lies in the fact that for the first time, a systematization of cases of responsible and ethical use of artificial intelligence services in the classroom is proposed. The authors present a vision of using artificial intelligence not only as a tool for optimizing the work of teachers, but also as a means of forming and developing critical thinking, academic integrity, and competencies related to cybersecurity and media literacy in teachers and students. Conclusions. The paper emphasizes that the formation of teachers’ readiness to integrate generative AI into the educational process should be carried out systematically, taking into account an interdisciplinary approach, competence orientation and ethical principles.