Defining the concepts of literacy and competences in artificial intelligence in the context of teacher education

Problem statement. Improving the level of knowledge and skills in the field of artificial intelligence is becoming one of the significant tasks identified at the state level today. The development of such skills is also necessary for students of pedagogical specialties. Examined various approaches to defining competencies and literacy in the field of artificial intelligence at different stages of education. The basis for their study were Russian and foreign publications on this issue. Methodology . An analysis and systematization of articles devoted to competencies, literacy and professional training of future teachers in this area was carried out, and the relationships between these concepts and the concepts of digital competencies and digital literacy were established. Results . It is revealed that the formation of AI-competences in pedagogical education in Russia is considered in the framework of formation of digital competences or ICT-competences. The notion of AI-literacy, AI-competences and AI-competence is formulated, and the interrelations of these notions are defined. Conclusion . Definitions of AI literacy components, content and formation of AI competencies for future teachers are given.