ARTIFICIAL INTELLIGENCE IN LANGUAGE TRAINING OF FUTURE TEACHERS: OPPORTUNITIES AND CHALLENGES

Abstract

This article outlines the opportunities and challenges of using artificial intelligence in the language training of future teachers.Attention is focused on the multifaceted concept of "artificial intelligence," which encompasses algorithmic systems capable of modeling human mental functions, learning, predicting, and making decisions, and reproducing intellectual processes. 1 Based on the analysis of scientific sources, a survey and interviews with students and teachers of the National University "Chernihiv Collegium" named after T.H. Shevchenko and Sumy State Pedagogical University named after A.S. Makarenko, some advantages of using AI in the educational process are outlined: AI optimizes the study of linguistic material, develops critical thinking, and stimulates a creative approach to active knowledge acquisition. Pedagogical observation of the process of teaching modern Ukrainian literary language provided grounds to confirm that the use of interactive forms and exercises in combination with AI capabilities creates a favorable environment for the development of critical thinking, assimilation of linguistic theory, and the development of communicative, cognitive, and activity skills in future philology teachers. Based on the analysis of scientific sources, surveys, and pedagogical observation, it is also evidenced that the integration of AI in the language training of future teachers is accompanied by a number of challenges: adherence to the principles of academic integrity, ensuring confidentiality and protection of student data, algorithmic bias, and limitations of emotional intelligence.The importance of balancing the use of digital tools with traditional pedagogical methods, live communication, and emotional interaction between teacher and student as integral components of the educational process is highlighted.