Strategies for building the readiness of primary school teachers to integrate generative artificial intelligence into the educational process

Abstract

Abstract: The article provides a theoretical justification of strategies for forming the readiness of primary school teachers for the pedagogically appropriate use of generative artificial intelligence in the educational process in accordance with the requirements of the digital transformation of education. The purpose of the article is to substantiate the strategies for forming the readiness of primary school teachers for the pedagogically appropriate use of generative artificial intelligence in the educational process in accordance with the requirements of the digital transformation of education and the competency paradigm of the modern school. The study used methods of theoretical analysis, synthesis, generalization, comparative analysis of scientific sources, structural and logical analysis of the conceptual apparatus and conceptual modeling. The use of a systemic approach ensured the consideration of professional readiness as an integrative characteristic of a teacher, which is formed under the influence of cognitive, activity and value factors of professional development. The content of the concept of readiness for the use of intelligent digital tools as a complex formation combining cognitive. Operational-activity, value-ethical, motivational and reflective components. A model of its formation has been developed and strategies for the professional development of teachers have been identified: educational-orientation, practical-activity, value-ethical, motivational-developmental and reflective-analytical. It has been established that the effectiveness of integrating innovative digital tools into the educational process depends on the level of methodological competence, the formation of ethical responsibility, the ability to critically evaluate technological solutions and pedagogical reflection. The need for systematic development of the teacher's professional readiness as a subject of pedagogical understanding of technological innovations has been substantiated. The proposed model has practical potential for updating the content of training for future primary school teachers, improving in-service training programs and creating methodological support for the implementation of digital tools in primary education. The results of the study create a basis for further empirical testing of the effectiveness of the proposed strategies in real educational practices.