Abstract
The article is devoted to the urgent problem of the formation of meta-subject skills of future teachers in the context of global digitalization of the educational environment. The aim of the study is to experimentally verify the effectiveness of the introduction of artificial intelligence technologies into the program of specialized pedagogical disciplines for the formation of analytical, critical, and reflexive abilities of students. The methodological basis of the work consists of system-activity and competence-based approaches, as well as the concept of digital didactics, which defines the principles of integrating intelligent systems into learning. Research methods: theoretical analysis of scientific and pedagogical literature, design and modeling of the educational process, pedagogical experiment, methods of mathematical statistics. During the experiment, the author's method of interaction in a digital environment was implemented. The scientific novelty of the research lies in the concretization of the structural elements of meta—subject skills when working with intelligent algorithms and in the development of an innovative triadic "teacher — student - AI" model, where the teacher retains the role of an expert and moderator. The theoretical significance of the work is due to the expansion of scientific ideas about the mechanisms of development of universal learning activities in the digital environment and the methodological justification of the didactic potential of neural networks as a tool for activating research thinking. The final results confirmed the advantage of the proposed model: there was an increase in the average score from 65.1 to 92.5 and a significant increase in the proportion of students with an advanced level of competence. The practical value of the research lies in the possibility of introducing the findings into the educational process of universities.