Moscow, Russian Federation
Russian Federation
UDC 378.147
The article presents the results of an empirical study devoted to the analysis of the readiness of future teachers to use artificial intelligence (AI) in their professional activities. The study involved 217 students aged 18-24 years, studying in the following areas: pedagogical (44%), defectology (36.1%), psychological and pedagogical (10.2%) and psychology (9.7%). The majority of respondents (81%) were undergraduate students, 19% were graduate students. The study revealed the main ways of using AI in the educational process, the degree of its integration into teaching practice, as well as key barriers (lack of experience, limited access to technology, methodological difficulties) and prospects for implementation. The results showed that, despite the active use of AI to solve educational tasks, less than half of students use it regularly, and technology is used less frequently when working with children. Based on the results obtained, recommendations are proposed for improving the training of future teachers in the field of AI, including the introduction of specialized courses and trainings.
artificial intelligence, teacher education, student readiness, digital technologies, barriers to the introduction of AI
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