Methodology and features of applying artificial intelligence technologies in the system of higher pedagogical education: an information and analytical review

Abstract

The article presents an information and analytical review of studies and models devoted to the methodology and specific features of applying artificial intelligence (AI) technologies in the system of higher pedagogical education. A comparative analysis of foreign and domestic scientific works, including systematic reviews, meta‑analyses, and empirical studies, has been carried out. Special attention is paid to the issues of integrating generative AI models into the professional training process of future teachers (in particular, primary school teachers and subject teachers in secondary education), the development of their digital competencies and the ethical aspects of interaction with AI tools. International, Russian, and Kazakhstani approaches have been compared, and the proven effects and limitations of using AI in the educational practice of higher education institutions have been identified. The necessity of developing national competency frameworks in the field of AI for teachers, adapted to the contexts of the Russian and Kazakhstani systems of higher pedagogical education, has been substantiated. The pedagogical conditions for the successful integration of AI have been examined: critical evaluation of the generated content, mentoring, digital collaboration tools, and reflective practices. It has been shown that the use of AI technologies enhances students’ motivation, academic independence, and professional reflection, promotes the personalization (individualization and differentiation) of learning, and fosters the development of 21st‑century skills. The practical significance lies in the proposals for introducing modules on AI literacy into methodological disciplines, teaching practices, and teacher professional development programs, considering national educational standards, the resources of higher education institutions (HEIs), and the profile of students’ professional pedagogical training.