Abstract
Introduction. This study examines the perceptions, readiness, and attitudes of pre-service English teachers toward the use of artificial intelligence (AI) technologies for developing research competencies. The relevance of the study is determined by the need to equip students in teacher education programmes with data-handling skills, analytical thinking, source evaluation abilities, and evidence-based decision-making in the context of the digital transformation of education. The scientific problem lies in the lack of empirical data on the relationships between students’ readiness to use AI, their levels of digital and information literacy, and their research skills. The purpose of the study is to identify how students enrolled in the programme “Teacher training of a foreign language: two foreign languages” perceive and relate to the use of AI in research activities.
Methodology. The research methodology included an online survey administered to 104 fourth-year students at O. Zhanibekov South Kazakhstan Pedagogical University. The questionnaire consisted of 35 items, including six Likert-type scales (1–6 points): attitudes toward using AI in research, development of research competencies with AI, information literacy and academic skills, ethical and responsible use of AI, integration of AI into teacher education, and understanding of research activity. Open-ended questions were also included, and their responses were analysed using qualitative content analysis. The objective of the research is to prepare pre-service English teachers in the context of educational digitalisation. The subject of the research is the use of AI technologies as a means of developing research competencies among pre-service English teachers.
Practical significance and results. The results of the study demonstrate that students with a high level of readiness and a positive attitude toward using AI view it as a valuable tool for enhancing research skills and increasing the efficiency of academic work. These findings may inform the development of AI-integrated curricula, support evidence-based teacher training, and guide universities in improving students’ digital and research competencies.