The Use of Generative Artificial Intelligence to Develop Digital Competence Among Higher Education Faculty: Analytical Materials

This analytical paper examines a survey on the current state of generative artificial intelligence use by faculty members at Ukrainian higher education institutions to develop their own digital competence. The materials systematize and analyze empirical data on the level of teachers’ awareness of generative AI tools, the frequency and purposes of their use in the educational process, as well as educators’ attitudes toward the impact of generative AI on the quality of higher education. Particular attention is paid to regional characteristics of generative AI implementation, demographic factors influencing teachers’ readiness to use new technologies, and the correlation between teachers’ digital competence levels and their attitudes toward generative AI. Based on the findings, recommendations are provided for enhancing teachers’ digital competence. The analytical materials can be used by administrators and academic staff at higher education institutions, experts in the field of educational policy, developers of professional development programs for teaching staff, as well as representatives of state education authorities to make informed decisions regarding the integration of generative artificial intelligence into the educational process, the formation of institutional regulatory mechanisms, and the development of strategies for the digital transformation of higher education in Ukraine.