USE OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN THE METHODOLOGICAL TRAINING OF PRE-SERVICE TEACHERS FOR TEACHING THE SCIENCE EDUCATION FIELD

Abstract

The article presents a theoretical analysis of the possibilities of using artificial intelligence technologies in the methodological training of future teachers for teaching the science education field. The relevance of the study is determined by the rapid spread of generative artificial intelligence in educational environments, the digital transformation of teacher education, and the need to prepare teachers capable of effectively applying intelligent technologies in their professional activities. The purpose of the study is to provide a theoretical substantiation of the possibilities of using artificial intelligence technologies in the methodological training of future teachers of the science education field and to identify the pedagogical conditions for their effective implementation. To achieve this purpose, a set of theoretical research methods was employed, including literature analysis, comparison, systematization, generalization, modelling, and structural-functional analysis. The findings demonstrate the educational potential of generative artificial intelligence in teacher education, including learning personalization, support for students’ independent learning, educational content generation, preparation for teaching practice, and the development of reflective competence. The study substantiates the main directions of using artificial intelligence technologies in the methodological training of future teachers of the science education field, including lesson planning, development of teaching materials, preparation of science experiments, modelling of educational situations, organization of inquiry-based learning, development of STEM projects, and creation of educational assessment tools. Examples of methodological tasks based on generative artificial intelligence are proposed to facilitate the development of future teachers’ professional competencies. The study also identifies the major risks associated with the use of intelligent systems in education, including the generation of inaccurate information, AI hallucinations, reduced cognitive independence of students, violations of academic integrity, and ethical challenges of digital interaction. Furthermore, pedagogical conditions for the effective use of artificial intelligence technologies are substantiated, including the development of critical thinking, reflection, AI competence, and responsible attitudes toward the outputs generated by intelligent systems.