COMPARATIVE ANALYSIS OF THE INTEGRATION OF GENERATIVE AI INTO TEACHER PROFESSIONAL TRAINING SYSTEMS: GLOBAL PRACTICES AND PROSPECTS FOR UKRAINE

Abstract

The article presents a comparative analysis of the integration of artificial intelligence and generative AI into professional training systems for citizens and specialists in leading countries worldwide. The prospects for its implementation in Ukraine are outlined. The study's relevance stems from the lack of a systematic approach to integrating AI technologies into teacher education, which requires generalizing international experience for adaptation and developing recommendations for the national education system. The aim of the study is to analyze international experience in integrating generative artificial intelligence into teacher professional training, identify leading trends in its implementation, and substantiate approaches to adapting international practices to the Ukrainian educational environment. The study employs methods of comparative analysis, generalization, and systematization of international experience. Approaches to regulatory frameworks and the development of citizens’ digital competences in the United States of America, the United Kingdom, Singapore, and Finland are analyzed. Based on the comparative analysis, tables were developed, and common trends in digital transformation were identified, including the strengthening of ethical standards, the development of digital autonomy, and the integration of innovative technologies into professional training. The comparative analysis shows that international practices emphasize the development of the individual's creative potential, encompassing emotional intelligence, goal-setting, teamwork, and the value-motivational sphere. Attention is also focused on metacognitive skills that enable learners to understand, manage, and regulate their own thinking, attention, and learning processes. It is substantiated that in Ukraine, the integration of generative AI remains largely fragmented and requires systematic regulatory, methodological, and institutional support. Prospects for the implementation of generative AI in the national system of teacher education are identified, particularly through the development of methodological guidelines for its use, the updating of higher pedagogical education standards taking into account digital and ethical components, especially within master’s degree programs, as well as the formation of a culture of academic integrity.