Specifics of future teacher’s AI literacy formation: Assessment of value-ethical reflection

Introduction. The increase in the mass inconsistent use of artificial intelligence technologies in the field of education determines the problem of studying the process of nurturing future teachers’ artificial intelligence literacy (AI-literacy). The article provides an overview of this problem. The purpose of the study is to identify the specifics of nurturing future teachers’ AI literacy based on the assessment of value-ethical reflection Materials and Methods. The research methodology includes systematic, qualitative, axiological, and cognitive-technological approaches. The set of methods included the analysis and generalization of theoretical research, measuring the value awareness of the use of AI technologies by future teachers - a survey of 200 education students (157 students from State University of Education , 43 students from Tambov State University named after G.R. Derzhavin University), as well as an analysis of the results of the participant observation and didactic experiment (self-assessment matrix, achievement tests, analysis of products and a reflective essay) conducted on the basis of Tambov State University named after G.R. Derzhavin (sample included 30 students majoring in Education). Results. The study substantiates the essence of AI literacy of education students. Its ethical component is defined as mandatory for a teacher; the components of the ethical component of AI literacy, its cognitive, activity-based and value-reflective criteria and indicators are identified. Three levels of assessment (elementary, basic and creative) have been established, ensuring the measuring the effectiveness of education students’ value-ethical reflection as a condition for the formation of AI literacy. The features and principles nurturing the ethical component of AI literacy of a future teacher based on the value-based understanding of the use of AI technologies are revealed. The principle of integration of axiological and technological strategies is defined as the basis for the ethically conscious and responsible use of AI technologies in teaching. A measuring instrument for evaluating the ethical component of AI literacy has been developed. It is revealed that students demonstrate insufficient ethical component of AI literacy, manifested in the inability to distinguish between acceptable and unacceptable practices of using AI technologies, misunderstanding the consequences of unethical use of AI tools. The results of the study show the importance of awareness about the risks, mastering the skills and values of using AI technologies by a future teacher, and confirm the need for value-ethical reflection in the process of nurturing the AI literacy of future teachers by evaluating options for ethical navigation scenarios in AI technologies. Conclusions. The contribution of the study is to clarify the structure of future teachers’ AI literacy. The transition from the role of an "AI user" to the role of a "teacher-researcher who knows, establishes and relies on ethical norms in the application of AI" requires the inclusion of value-ethical reflection as a regulated cognitive assessment in the educational process of future teachers (through university teachers’ guidance, self-assessment, and auto-didactics). A value-reflective assessment of the use of AI technologies is recommended for implementation in teacher education programs in the context of the digital transformation of education. The prospects are also related to the adaptation of diagnostic and didactic strategies for different degree programmes.