PEDAGOGICAL AND PSYCHOLOGICAL ASPECTS OF USING ARTIFICIAL INTELLIGENCE AMONG FUTURE PRIMARY SCHOOL TEACHERS

Abstract

This article examines the pedagogical and psychological aspects of integrating artificial intelligence (AI) into the preparation of future primary school teachers. As AI technologies increasingly penetrate the educational environment, it is essential to understand their impact on teacher training and professional development. The article begins by exploring the theoretical foundations of AI in education, highlighting its potential to improve teaching methodology, personalize learning experiences, and support student engagement.

It further examines the psychological impact of AI tools on teachers and students, including their influence on motivation, self-efficacy, and the development of critical thinking skills. Through a review of existing literature and empirical research, the article identifies the main challenges and opportunities associated with implementing artificial intelligence in teacher-training programs.

Practical recommendations are provided for educators and policymakers, emphasizing the need for comprehensive training that equips future teachers with the skills to effectively integrate AI into their pedagogical practice. Ultimately, this article aims to contribute to the ongoing discourse on the role of technology in 21st-century education and its transformative potential for teacher preparation.