КРОС-ГЕНЕРАЦІЙНЕ ДОСЛІДЖЕННЯ ЗАСТОСУВАННЯ ШТУЧНОГО ІНТЕЛЕКТУ ПЕДАГОГАМИ

The article examines the potential of artificial intelligence tools for developing digital competence in higher and continuing pedagogical education systems. Digital competence is considered as an integral characteristic of educators that ensures effective use of AI tools in professional activities. Based on theoretical analysis and synthesis of various scientific approaches, the essence of the concepts "educator's digital competence" and "AI tools in education" has been clarified. The relevance of the research topic is confirmed by survey results from 300 respondents: 150 experienced educators in language and literature education and 150 prospective special education teachers. The survey data revealed the actual state of AI tool usage in educators' professional activities and their readiness for implementation. According to established criteria (pedagogical value, technical quality, functional orientation, accessibility), AI tools have been systematized into nine functional categories. The educational potential of individual AI platforms for developing educators' digital competence has been determined. A cross-generational analysis of AI tool perception by different educator generations is presented; the specifics of using AI tools for note-taking, presentations, video content creation, and data visualization are examined, which through their functional capabilities contribute to forming digital competence among prospective and experienced educators. Emphasis is placed on how the use of appropriate AI tools enables the development of educators' technological awareness, critical thinking regarding digital technologies, personalized educational content creation skills, and capacity for innovative pedagogical activity. Prospects for research on the ethical use of AI tools in higher and continuing pedagogical education systems for developing competitive educators in the digital era have been identified.