The attitude of future teachers towards the use of generative artificial intelligence in solving professional tasks

Abstract

Problem statement. The integration of artificial intelligence (AI) into the field of education has become one of the key factors transforming pedagogical activities worldwide. The proliferation of generative AI tools (ChatGPT, DeepSeek, GigaChat) is accompanied by numerous discussions about their impact on the learning process and teachers’ professional activities. Among the main challenges highlighted in the global academic literature are: 1) the lack of unified attitudes towards AI use; 2) insufficient digital literacy among participants in the educational process; and 3) ethical and long-term risks of applying AI in education. The aim of this study is to explore future teachers’ attitudes towards the use of generative AI in solving professional tasks and to determine the impact of additional training on their perception of AI tools. Methodology. The empirical study involved 32 students pursuing a pedagogical profile. Surveys were conducted before and after completing an elective course on the use of AI in teachers’ professional activities. Methods included self-assessment (attitude survey), analysis of survey data, and statistical processing of results using the Student’s t-test to assess the significance of changes in future teachers’ attitudes towards AI. Results. The significance of additional training for improving future teachers’ attitudes towards AI has been confirmed. It was found that generative AI is perceived most positively in text generation tasks, while tasks involving assignment grading and generating video and audio materials inspire the least trust. The training helped reduce negative perceptions and improved the attitude towards using AI in solving professional tasks. Conclusion. The findings confirm the need for targeted training for future teachers in the fundamentals of AI to minimize negative aspects and ensure effective use of the technology. The developed principles could form the basis for creating educational disciplines and professional development courses, enabling more rational and safe applications of AI in education.

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