UDC 378.147:004.8:[37.011.3-051:004
DOI: https://doi.org/10.59694/ped_sciences.2026.24.101
STRUCTURE AND CONTENT OF ARTIFICIAL INTELLIGENCE COMPETENCE OF FUTURE COMPUTER SCIENCE TEACHERS IN THE SYSTEM OF HIGHER PEDAGOGICAL EDUCATION
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KALIUZHKA Nataliia Serhiivna
Doctoral
Candidate at the Department of Educology and
Pedagogical Innovation, PhD in Pedagogy, Associate
Professor, Associate Professor at the Department of
Pedagogy, Theory and Methods of Primary Education,
Hryhorii Skovoroda University in Pereiaslav.
ORCID іD: https://orcid.org/0000-0001-8404-1923
SYMONOVYCH Vladyslav Pavlovych
PhD
Candidate (third educational and scientific level) at the
Department of Educology and Pedagogical Innovation,
Hryhorii Skovoroda University in Pereiaslav.
ORCID іD: https://orcid.org/ 0009-0001-0990-8854
Abstract:
The article provides a theoretical substantiation of the structure and content of competence in the field of artificial intelligence for future computer science teachers within the system of higher pedagogical education. Based on the analysis of UNESCO international frameworks for teachers and learners, the European Framework for the Digital Competence of Educators DigCompEdu, contemporary studies on AI literacy, and works of Ukrainian scholars on the professional training of future computer science teachers, the correlation between the concepts of «AI literacy» and «AI competence» has been clarified.
It has been demonstrated that AI literacy constitutes a necessary foundation for future computer science teachers, yet it does not fully encompass professional readiness for pedagogically appropriate, safe, ethical, and productive use of artificial intelligence. The author proposes a definition of AI competence of future computer science teachers as an integrated professional and personal quality manifested in the ability to: understand the principles of AI functioning; critically evaluate its capabilities and limitations; effectively apply AI tools in teaching, project, and research activities; methodologically integrate them into computer science education; adhere to ethical and legal norms; engage in reflective self-improvement.
Six interrelated components of the competence structure are identified: value-motivational, cognitive-conceptual, operational-instrumental, pedagogical-methodical, ethical-legal, and reflective-research.
The content blocks for the formation of AI competence in higher pedagogical education are disclosed: fundamental-theoretical, applied-technological, didactic-methodical, safety-ethical, research-project, and reflective-professional. It is substantiated that competence formation should be implemented not only through a separate academic discipline but also transversally across professional courses, pedagogical practice, research tasks, and microteaching.
Prospects for further research are associated with the development of criteria, indicators, and levels of competence formation, as well as with the experimental verification of the methodology for its development.
Keywords: artificial intelligence; artificial intelligence competence; AI literacy; future computer science teachers; higher pedagogical education.
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