LIMITATIONS ON THE EFFECTIVE SELF-DEVELOPMENT OF TEACHING STAFF

In times of rapid development of digital technologies and active implementation of artificial intelligence (AI) technologies in the educational environment, teachers and lecturers face the need for continuous professional development. The relevance of this study lies in the transformation of educational standards, the emergence of new teaching methods, as well as growing requirements for digital competencies of education specialists. The aim of the work is to analyze the impact of modern technologies, especially artificial intelligence technologies on education, as well as to identify key factors that contribute to and hinder the professional development and growth of teachers. The article considers the main directions of implementation of artificial intelligence technologies in the learning process, including personalized education, automation of routine tasks and expansion of interactive technologies in the educational process. Particular attention is paid to the need to develop teachers' competencies in working with digital technologies and tools, as well as the adaptation of educational strategies to the new realities of digitalized education. Separately, the importance of life-long learning is emphasized using informal education resources (online courses, professional communities, independent study of technologies through the study of scientific literature). This study also reveals factors that limit the professional development of teachers: high workload, lack of digital literacy, time, resources and lack of support from the management of the educational institution. The scientific novelty of the work lies in the analysis of the problems of teachers' adaptation to the digital transformation of education, taking into account the features of modern technologies and difficulties. The results of this study can be used in the development of programs for advanced training of teachers in schools, colleges and higher education institutions, as well as in the development and improvement of educational policies aimed at supporting teachers in the context of technological change.