Conference Agenda

This study offers an interpretation of a scientific and methodological model for the development of educators’ functional literacy under conditions of integrating artificial intelligence technologies into educational practice. The relevance of the research is обусловлена because contemporary AI systems extend beyond the framework of instrumental digitalization and, consequently, transform the structure of professional pedagogical thinking by redistributing cognitive and analytical functions between the educator and algorithmic systems. Under these conditions, educators’ functional literacy can no longer be understood merely as an extension of digital competence and therefore requires conceptual reconsideration. In particular, recent international reviews emphasize that artificial intelligence is transforming the traditional “educator–student” relationship into a new triadic configuration of “educator–AI–student,” thereby necessitating a fundamental rethinking of the educator’s professional roles.

We propose a matrix-based model that integrates three levels of functional literacy development (adaptive, integrative-operational, and reflective-projective) with four functional blocks of pedagogical activity. The study demonstrated that the development of functional literacy is associated not with the intensity of AI usage but with the qualitative deepening of pedagogical judgment, reflection, and professional responsibility. The practical significance of the proposed model lies in its applicability to the design of professional development programs and to the evaluation of educational practices involving the use of artificial intelligence.