MODEL OF PROFESSIONAL COMPETENCE OF AN INFORMATICS TEACHER IN THE CONTEXT OF AI INTEGRATION IN EDUCATION

Abstract

The article addresses the topical issue of transforming the professional competence of a computer science teacher in the context of the integration of artificial intelligence (AI) into the educational process. The rapid development of AI technologies and their implementation in education necessitate a rethinking of the traditional model of teacher competence and its adaptation to the new challenges of the digital age. The article substantiates the author’s model of professional competence of a computer science teacher, which takes into account the impact of AI on the structure and content of their professional activity. The model is based on the analysis of modern research in the field of pedagogy, psychology, and information technology, as well as taking into account the provisions of existing competency frameworks, in particular, the «Digital Competence Framework for Citizens of Ukraine» (DigComp 2.1), the «European Digital Competence Framework for Educators» (DigCompEdu), and the «Professional Standard of a Teacher» in Ukraine. The author’s model includes four interrelated components: methodological, digital, research, and personal competencies. The content of each component is revealed in detail, taking into account the specifics of using AI in the educational process. The article analyzes the impact of AI on the structure and content of professional competencies, in particular, the shift in emphasis from reproductive to creative and research aspects, the strengthening of the role of analytical skills, and the increasing demands on digital literacy and ethical responsibility. It is concluded that the proposed model is dynamic and can serve as a basis for updating training programs and professional development of computer science teachers.