Artificial Intelligence Integration in Teacher Training: Advancing Functional and Professional Competencies for Quality Education (Sustainable Development Goal 4)

Abstract

This article explores the integration of artificial intelligence (AI) into teacher education as a key driver for enhancing professional and functional competencies in alignment with Sustainable Development Goal 4 (quality education). The study highlights that AI technologies, when responsibly embedded into the educational process, can transform teaching practices, promote inclusivity, and foster innovation in learning. Through a mixed-method approach involving content analysis and pilot implementation using the «Aitalim» platform, the research investigates teachers’ digital competencies, ethical considerations, and readiness to apply AI in their professional activities. Results indicate that 42.4% of educators frequently use AI tools for lesson planning, assessment, and material creation, while 35.6% apply them occasionally. The integration of AI demonstrates significant potential in improving efficiency, supporting individualized learning, and enhancing student engagement. However, the study also identifies major challenges such as the risk of reducing teachers’ professional roles, increased plagiarism, and data privacy concerns. Ethical AI literacy emerges as a crucial component of teacher training programs, emphasizing the importance of developing educators’ critical, ethical, and reflective skills to use AI safely and effectively. The article concludes that responsible AI integration can strengthen education quality, optimize teacher workload, and create equitable and adaptive learning environments. This requires comprehensive policy support, professional development, and continuous assessment frameworks to align with United Nations Educational, Scientific and Cultural Organization’s AI Competency Framework for Teachers and the European Digital Competence of Educators model.