Keyword: «readiness»

The relevance of this study stems from the rapid development of modern technologies and their expanding application within the educational sphere. The digital transformation of education, the active implementation of artificial intelligence (AI) tools, and the growing demand for educators' digital competence underscore the necessity to investigate the readiness of preservice teachers to work with new technologies. However, contemporary teacher training programs often prioritize traditional methods, neglecting the need to integrate AI into the teaching process and develop relevant skills. This creates a risk of professional obsolescence among graduates and a decline in the quality of educational services in the context of technological revolution. Consequently, the aim of this article is to identify the level of readiness among students in pedagogical specialties to apply artificial intelligence in educational activities. Within the research framework, a literature analysis was conducted to identify AI modules in the curricula of teacher training universities. Additionally, an analysis of the content of these curricula was made, revealing the relationship between module design and students' AI readiness. Based on the research findings, shortcomings in the current content of AI-related courses within pedagogical universities were identified; risks associated with students potentially neglecting personalized learning and AI utilization were presented. The following solutions were proposed: reforming teacher education curricula; focusing on addressing ethical and privacy challenges arising from the use of this technology; strengthening student teachers' AI preparation through empirical research and scientific methodology, including experimental studies; integrating AI via digital pedagogy modules. The theoretical significance of the study lies in defining the direction for future research on the specifics of AI application in education. The practical significance of this research is driven by the imperative to prepare students in pedagogical universities for implementing AI in the educational process.

The article discusses the actual problem of prevention of vape addiction among schoolchildren and the role of future teachers in this process. The analysis of the level of their readiness for this activity is carried out, the main problems are identified.

The relevance of this study stems from society's strategic demand for talent development and the growing role of competitive activities (listed Olympiads, championships, and competitions) as a tool for identifying and developing students' abilities. The key factor for success in this context is the readiness of mentor teachers to systematically support students at all stages of competitive testing. However, by analyzing the theory and practice of the topic, we can identify a contradiction: on the one hand, there is a demand for highly qualified mentor teachers, and on the other hand there is a lack of works and methodological recommendations, including those utilizing modern technologies, necessary for their training. The aim of the study is to determine the technological framework for developing mentor teachers' readiness to support students in competitive activities. The methodological framework consists of systemic, competency-based, and activity-based approaches. The leading methods were theoretical analysis, synthesis, and systematization of scientific literature presented in peer-reviewed publications, ensuring a representative source base. Based on a synthesis of approaches, a framework for mentor teacher readiness for competitive support was specified, including motivational, cognitive, activity-based, and reflective components. A systematized technological toolkit was developed to enable targeted development of each of these components. Based on the data obtained, prospects for designing comprehensive support for developing mentor teacher readiness for competitive support were substantiated: an online course, practice-oriented case studies, a criteria-based diagnostic toolkit, and methodological recommendations. The theoretical significance of the study lies in deepening scientific knowledge on the integration of modern technologies into the development of mentoring competences in teachers, as applied to the specifics of competitive activities and preparing students for them. The practical significance lies in the fact that scientifically-based technological solutions and a framework for readiness can be used to create training modules for mentor teachers focused on preparing them to support students in listed Olympiads and competitions.