Introduction. The rapid development of generative artificial intelligence (AI) technologies, which offer innovative digital solutions for virtually all spheres of human activity, is transforming the educational environment. The widespread integration of these technologies into pedagogical practice faces several challenges: insufficient readiness of educators to work with such services, risks of dehumanising the educational process, and the lack of clear ethical guidelines.
The aim of the study is to explore the possibilities of integrating generative AI-based services into pedagogical practice and the needs of educators in mastering key areas of their application, as well as to identify methodological approaches to designing the content of educational programmes aimed at developing teachers’ digital skills.
Methods: Analysis of scientific sources indexed in international and Russian databases; a survey of educators (n=102); comparative and qualitative analysis; pedagogical design.
Results. Based on the results of the teacher survey, the main areas of pedagogical activity for which the use of generative AI technologies is relevant and promising are identified as the following: preparation of teaching and instructional materials, personalisation of learning, assessment and evaluation of student work, and extracurricular activities.
Scientific novelty. The article substantiates the use of methodological approaches to designing the content of educational programmes using generative AI, aimed at the professional development of educators — namely, the axiological, pragmatic, and activity-based approaches.
Practical significance. Based on the synergy of methodological approaches, the content of a professional development course for educators is presented, aimed at mastering generative artificial intelligence technologies.