Typology of teacher tools based on artificial intelligence in the problem field of digitalization of education

Archive of Scientific Articles

ISSUE:

Pedagogy. Theory & Practice. 2025. Volume 10. Issue 10

COLLECTION:

General Pedagogy

All issues

Abstract. The research aims to substantiate a typology of new teacher tools based on the use of artificial intelligence (hereinafter − AI), i.e., AI teacher tools. The article is addressed to a wide range of teachers and students in pedagogical training programs, researching and implementing innovative possibilities of AI in professional activities. The article examines the use of AI-based tools and resources by teachers from the point of view of changing the instruments of professional work, which is a condition for updating the goals and objectives of activities, changing functions, and necessary competencies. A new concept of “AI teacher tools” is introduced and a typology of AI tools is described in relation to the transformation of professional functions and the impact on the quality of educational outcomes. The redistribution of the teacher’s professional functions when using AI tools is substantiated, in particular, strengthening the function of individual pedagogical support for the student, the need to activate the gnostic and prognostic functions, as well as a fundamentally new mode of action of the teacher in the implementation of his design, constructive and organizational functions. The conclusion is drawn about the necessary aspiration of the teacher to remain the central figure in educational interaction and to concentrate their efforts on creating a digital educational environment with the priority of developing the capabilities of natural intelligence, taking into account personal motivations, developing digital skills, and cultivating personal qualities that are significant for the digital society. The scientific novelty of the research lies in the fact that it substantiates a two-component structure of the concept “AI teacher tool” and describes the types of AI tools in accordance with their purpose in the teacher’s activity. The fundamental difference between digital educational resources, which are necessary in the process of solving educational problems using AI, and traditional educational resources is revealed, which is associated with the openness of the information array with which the student interacts. As a result of the research, it was found that AI teacher tools have a common focus on creating information, communication, and regulatory conditions for the student for conscious, purposeful, independent educational activity, taking into account individual priorities and opportunities, with the provision of greater freedom of educational actions. The use of new tools implies the transformation of the teacher’s professional functions, which ensures the deep penetration of digital technologies into the educational environment and the corresponding change in educational processes.