RECONCEPTUALIZING TEACHER COMPETENCIES IN THE ERA OF ARTIFICIAL INTELLIGENCE
DOI:
https://doi.org/10.65164/fshg6n44Kalit so‘zlar:
Artificial Intelligence in Education (AIEd), Teacher AI Competence, Critical AI Literacy, Ethical and Responsible AI, Inquiry-Oriented Pedagogy, Technology-Enhanced Learning (TEL), Algorithmic Bias in Education, Human-Centered Education.Abstrak
Artificial Intelligence (AI) is reshaping education at an unprecedented pace,
demanding a critical re-examination of teacher competencies. While existing frameworks emphasize
technological literacy, this paper argues that such approaches remain insufficient without integrating
ethical reasoning, inquiry-based pedagogy, and human-centered values. Drawing on the UNESCO
AI Competency Framework for Teachers (2023) [7], comparative analyses of AI competence models
(Mikeladze, 2024) [6], and emerging research in AI and education (Holmes et al., 2022) [5], this
study also incorporates recent global evidence on AI use in English language teaching (ELT).
Empirical findings indicate widespread adoption of AI tools among educators, alongside significant
gaps in training and ethical preparedness.
Havolalar
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implications for teaching and learning. Center for Curriculum Redesign.
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[7] UNESCO. (2023). AI competency framework for teachers. UNESCO.
