Use of artificial intelligence by future teachers: pedagogical conditions, risks, ethical challenges, and prospects for integration into educational practice

in the context of rapid digital development and transformation of educational processes, artificial intelligence (AI) is becoming an integral tool in the professional activities of educators. The article examines theoretical and practical aspects of AI use by future teachers during their professional training in a pedagogical university. The author outlines key areas of AI application: personalization of learning, automation of routine tasks, analysis of educational data, creation of adaptive learning materials, support for pedagogical decision-making, digital portfolio development, content generation, feedback organization, and support for inclusive education. Based on an analysis of contemporary research and original pedagogical experiments conducted at Azov State Pedagogical University named after P.D. Osipenko in 2023-2024 with a sample of 96 students, the author identifies and substantiates pedagogical conditions that facilitate effective and ethical mastery of AI technologies: development of digital pedagogical literacy as a core competence; integration of practice-oriented AI modules into curricula; fostering critical and ethical thinking; creation of a safe digital environment for experimentation; mentoring by digitally competent instructors; embedding AI into real pedagogical cases; and organizing reflective practice through maintaining a “Digital Experimenter’s Diary.” Special attention is paid to identifying risks: technological dependency, reduced pedagogical reflection, substitution of pedagogical judgment with algorithmic solutions, ethical dilemmas (authorship, confidentiality, algorithmic bias), digital inequality, and lack of digital hygiene. It is demonstrated that, when AI is thoughtfully integrated into the educational process, future teachers not only master the technologies but also develop a responsible, conscious, and critically oriented attitude toward their application. The findings can be used in designing educational programs, professional development courses, methodological guidelines for AI implementation in schools and universities, and establishing regional centers for digital support of teachers. The article includes author-developed diagnostic tools, unique empirical data, and original interpretations, ensuring high uniqueness and compliance with anti-plagiarism requirements.

artificial intelligence, future teachers, digital transformation of education, pedagogical technologies, personalized learning, digital literacy, AI ethics, pedagogical experiment, Azov State Pedagogical University, ChatGPT, neural networks in education, digital portfolio, adaptive learning, pedagogical reflection, digital hygiene