Digital Competence of Future Primary School Teachers: The Potential of Artificial Intelligence-Based Tools

Abstract

The article highlights the relevance of developing digital competence in future primary school teachers in the context of rapid educational digitalization and the integration of artificial intelligence (AI)-based tools. It emphasizes that digital competence is not only a component of professional readiness but also a foundation for creating a modern, effective, and inclusive educational environment. The research focuses on analyzing the potential of AI tools in teacher training and studying students’ attitudes toward digitalization and the use of AI technologies in professional pedagogical activities.

The results of the empirical study confirmed that most students are aware of the importance of digital technologies in professional activities, particularly in organizing learning, conducting assessments, and interacting with pupils. The growing interest in innovative digital solutions emphasizes the need to form not only technical skills but also a comprehensive digital pedagogical culture that includes critical thinking, ethical awareness, and the ability for pedagogical reflection.

Special attention is given to the use of generative AI models (such as ChatGPT, Microsoft Copilot, Diffit) in students' educational processes. It is shown that these tools significantly increase learning efficiency, support the creation of original digital educational products, and optimize routine pedagogical tasks. Students demonstrate the ability to critically assess the appropriateness of integrating digital tools by considering learners' age-specific needs and educational goals, which reflects the development of informed digital competence.

The article substantiates that AI tools in education serve a dual function — both as a means of learning and as a learning object. Future teachers must master both the practical use of AI and the principles of its ethical, safe, and pedagogically sound application. Systematic integration of AI technologies into the curriculum, involvement in project-based activities, and development of reflective thinking are identified as key conditions for effectively forming digital competence.

It is also emphasized that AI tools contribute to the professional mobility, autonomy, and resilience of future teachers — qualities that are especially important in times of crisis, including war, educational instability, and teacher overload. In this context, digital technologies are viewed as a resource for support, flexibility, and innovative renewal of teacher training systems.

Future research should focus on exploring the personal and professional transformations that occur in pre-service teachers under the influence of AI technologies. These insights will help improve teacher education to meet the challenges of digital transformation and facilitate the effective implementation of innovations in primary school education.