Technology for the development of teachers’ digital competence based on artificial intelligence in the system of supplementary professional education

The study aims to develop and substantiate the stages of a technology for developing digital competence based on artificial intelligence (AI-based digital competence) within the system of supplementary professional education. The article addresses the challenge of preparing educators for the integration of artificial intelligence into the educational sphere, noting that specific requirements for AI-based digital competence are currently not specified in federal state educational standards for teacher training or in professional standards. The system of supplementary professional education, which is more flexible and adaptive than university education, is designed to bridge this gap, justifying the scientific pursuit and design of educational technologies aimed at forming and developing teachers’ AI-based digital competence. The scientific novelty of the research lies in the empirical substantiation of the hypothesis regarding the gradual increment of AI-based digital competence components (moving from motivation to knowledge acquisition, then to the mastery of skills and actions, and finally to reflection on the accumulated experience), as well as in the development of a technology based on this progression. As a result of the study, it was established that the comprehensive nature of the developed educational technology – aimed at the sequential development of AI-based digital competence components (motivational, cognitive, professional-activity, and reflexive-evaluative) – ensures a productive level of proficiency sufficient for the effective application of AI tools in pedagogical practice.