Digital Competence of Future Primary School Teachers: International Practices and Implementation Pathways in Ukraine Considering the Potential of Artificial Intelligence

Abstract

The article explores international practices for developing digital competence among future primary school teachers, with a particular focus on the integration of artificial intelligence (AI) and the potential for adapting these practices to the Ukrainian educational context. The importance of digital transformation in education is substantiated as a global trend requiring strategic consideration by national education systems. It is emphasized that digital competence, especially in the context of AI tools, is a key component for ensuring high-quality primary education, adaptive learning, and the development of critical thinking skills among students.

Based on the analysis of educational strategies in Estonia, the United Kingdom, Italy, and Singapore, the article highlights effective models of digitalization in teacher training. This includes the implementation of adaptive learning environments, Big Data–based analytical systems, AI tutors, gamified educational platforms, as well as modules on digital ethics and critical thinking related to artificial intelligence.

The article stresses that under wartime conditions, digital tools have become essential in sustaining Ukrainian education, enabling the organization of distance learning and mitigating psychological stress. The potential of AI in teacher preparation is examined through examples such as automated assessment, personalized professional learning trajectories, digital culture development, and the enhancement of reflective components in teacher education. The authors argue for the necessity of a unified national strategy for digitalizing teacher education in Ukraine, focusing on AI integration, digital ethics, inclusion, and professional teacher support.

The article advocates for the launch of pilot projects in regions with high digital readiness as an initial step toward scaling systemic change. A set of policy recommendations for Ukraine is proposed, including the integration of AI modules in teacher training curricula, professional development programs, and the creation of a national AI infrastructure for education.

The authors outline the potential of using international experience as a resource for creating a flexible, adaptive system of teacher training capable of effectively responding to the challenges of the digital age and wartime realities.