Integration of artificial intelligence into teachers' methodological training to enhance the effectiveness of the educational process

Abstract

Both global and domestic educational systems are undergoing dynamic changes, necessitating a rethinking of the teacherʼs role, improving teaching methods, enhancing educational process effectiveness, and forming a new digital culture. In this regard, the integration of artificial intelligence serves as a technological upgrade and a strategic step in developing professional competencies among educators. Purpose. The study aims to identify the potential of artificial intelligence tools in teachers’ methodological activities and to develop a phased algorithm for their implementation into educational planning and instructional practices. Methods. The study's methodological framework includes a structural-system approach, comparative analysis of modern digital tools, and analytical generalization of empirical observations regarding teachers' readiness for digital transformation. Results. As a result, a multi-level algorithm for integrating artificial intelligence into methodological training has been proposed, comprising six consecutive stages: motivational, diagnostic, adaptive, technological, reflective, and system improvement. Particular attention is given to adapting the proposed algorithm to different levels of teachers’ digital competence, which ensures the gradualness, effectiveness, and sustainability of changes in methodological practice. A diagnostic analysis of the current state of teachers’ methodological training revealed key barriers to digital transformation: low levels of digital literacy, limited use of information and communication technologies in methodological work, resistance to innovation, and insufficient support from administrative structures. Based on the generalization of empirical data, five key areas for applying artificial intelligence tools have been systematized: lesson planning, educational content creation, assessment of learning outcomes, provision of feedback, and professional development. The study emphasizes that the formation of digital literacy, technological openness, and readiness for innovation are key factors for the successful transition to a new model of methodological activity. Conclusions. The purposeful integration of intelligent technologies into teachers’ methodological training is one of the critical factors in improving the quality of education in the context of digitalization. The results can be applied in developing strategies for the digital transformation of educational institutions and in teacher professional development programs.