Teacher AI literacy: a theoretical conceptualisation

Introduction. The rapid development of artificial intelligence (AI) technologies and their integration into the educational system necessitate that teachers become proficient in applying AI tools in their professional activities. Currently, the advancement of artificial intelligence literacy (AI literacy) is a focal point internationally, with educational programmes aimed at enhancing AI literacy for both students and teachers being implemented. However, despite a general interest in the topic of artificial intelligence, the term “AI literacy” is rarely used in Russian scientific publications. Therefore, there is a clear need to understand the concept of “literacy in the field of artificial intelligence” from a new perspective. In this context, the professional activities of teachers and the identification of their content become the aim of this study.

Methodology and research methods. The primary research methods employed included the analysis of scientific, pedagogical, and methodological literature, as well as the synthesis, systematisation, and generalisation of facts and concepts. Additionally, content analysis was conducted on the materials sourced from leading quotation and analytical databases.

Results and scientific novelty. In this paper, AI literacy is defined as a set of knowledge, skills, and abilities in the field of artificial intelligence that enables individuals to understand the fundamental principles of AI technologies and interact with them effectively while addressing both professional and personal tasks. Additionally, it allows individuals to critically evaluate the ethical risks and societal consequences associated with the use of these technologies. The authors have developed and presented a component structure of teachers’ AI literacy, which comprises five interrelated components: cognitive, activity-based, reflexive, personal, and ethical. The authors have elucidated the content of each component and proposed potential directions for the professional development of teachers in this domain.

Practical significance. The materials presented in this paper can serve as a foundation for enhancing the professional development system for teachers in the context of digital transformation in education.

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