FORMATION OF FUTURE TEACHERS' АІ LITERACY AS A PEDAGOGICAL PROBLEM

The article is devoted to the problem of forming the AI literacy of future professionals, in particular, future teachers, which is due to the rapid development and progress of information and digital technologies, artificial intelligence technologies, free access to a large array of different information, the need to think critically, analyze and create educational content. The purpose of the article is to identify ways to form the AI literacy of future teachers in the educational process of higher pedagogical education institutions based on the analysis of legislative acts, regulatory documents, scientific and pedagogical sources on the use of artificial intelligence in education. The research methods are theoretical (analysis of scientific and pedagogical sources, regulatory framework), synthesis and generalization of the results, as well as empirical. The article defines the essence of such concepts as: “AI-literacy”, “AI-competencies”, a review of the current regulatory framework for the implementation of artificial intelligence technologies in education is carried out. The competency framework for teachers developed by UNESCO is presented. The ways of forming the AI literacy of future teachers in higher pedagogical education institutions are identified and presented: updating educational programs for all levels of education to implement AI topics in academic disciplines (compulsory and free choice disciplines), practical use of AI in the educational process, use of project activities, professional development and self-education, development of digital culture in the educational institution. It is concluded that the formation of AI literacy of future teachers is an active and demanded process in Ukrainian pedagogical universities, given the forced transition of educational institutions of all levels to distance learning, future teachers must have the skills to work with AI and understand its capabilities and limitations for organizing and ensuring a quality educational process. Prospects for further research are outlined.