Regional trends in the implementation of artificial intelligence in the system of teacher training in distance learning during martial law

Nataliia Osypova; Olena Kokhanovska; Iryna Zhorova

doi:10.55056/cte.982

Authors

Nataliia Osypova Municipal Higher Education Institution "Kherson Academy of Continuing Education" of the Kherson Regional Council https://orcid.org/0000-0002-9929-5974
Olena Kokhanovska Municipal Higher Education Institution "Kherson Academy of Continuing Education" of the Kherson Regional Council https://orcid.org/0000-0001-7294-173X
Iryna Zhorova Municipal Higher Education Institution "Kherson Academy of Continuing Education" of the Kherson Regional Council https://orcid.org/0000-0003-4304-4962

DOI:

https://doi.org/10.55056/cte.982

Keywords:

artificial intelligence, neural networks, digital competence of a teacher, teacher training, postgraduate education, pedagogical technologies, personalisation of learning

Abstract

The study is devoted to analysing regional trends in introducing artificial intelligence (AI) into the in-service training system of teachers in the Kherson region of Ukraine in the context of distance learning during martial law. The study's originality lies in identifying specific regional features of the use of AI in the educational process in emergency conditions and developing targeted in-service training programmes adapted to the challenges of wartime. The study aims to identify effective ways to integrate artificial intelligence technologies into the teacher training system and develop their information and digital competence in distance learning. The research methodology included a comprehensive analysis of the regulatory framework, scientific and methodological literature, and a survey of teachers on their readiness for professional development in AI implementation. The study results revealed the main advantages (access to data-based resources, personalisation of the educational process, automation of assessment, creation of interactive learning environments, use of virtual assistants, etc.) and disadvantages (lack of teacher training, ethical issues and technical limitations) of using artificial intelligence in the educational process. Based on the study of AI tools, the content lines of the advanced training programmes "Artificial Intelligence in the Educational Process" and "Neural Networks in Education" of 30 hours (1 ECTS credit) were developed. The study's findings can serve as a basis for developing regional strategies for introducing AI into the educational process, including training, infrastructure development, and cooperation between educational institutions and technology companies.

Downloads

Download data is not yet available.

Abstract views: 107 / PDF views: 37

References

Ahmad, S.F., Rahmat, M.K., Mubarik, M.S., Alam, M.M. and Hyder, S.I., 2021. Artificial Intelligence and Its Role in Education. Sustainability, 13(22), p.12902. Available from: https://doi.org/10.3390/su132212902. DOI: https://doi.org/10.3390/su132212902

Ayduğ, D. and Altınpulluk, H., 2025. Are Turkish pre-service teachers worried about AI? A study on AI anxiety and digital literacy. AI & SOCIETY. Available from: https://doi.org/10.1007/s00146-025-02348-0. DOI: https://doi.org/10.1007/s00146-025-02348-0

Bollmann, U., 2024. Artificial intelligence and education – A teacher-centred approach to safety and health. European Agency for Safety and Health at Work, Luxembourg: Publications Office of the European Union. Available from: https://doi.org/10.2802/80935.

Center for Digital Dannelse, 2025. DigcompEDU. Available from: https://digital-competence.eu/digcompedu/en/survey/qid8556.

Chen, L., Chen, P. and Lin, Z., 2020. Artificial Intelligence in Education: A Review. IEEE Access, 8, pp.75264–75278. Available from: https://doi.org/10.1109/ACCESS.2020.2988510. DOI: https://doi.org/10.1109/ACCESS.2020.2988510

Fernández-Herrero, J., 2024. Evaluating Recent Advances in Affective Intelligent Tutoring Systems: A Scoping Review of Educational Impacts and Future Prospects. Education sciences, 14(8), p.839. Available from: https://doi.org/10.3390/educsci14080839. DOI: https://doi.org/10.3390/educsci14080839

Hamal, O., El Faddouli, N.E., Harouni, M.H.A. and Lu, J., 2022. Artificial Intelligent in Education. Sustainability, 14(5), p.2862. Available from: https://doi.org/10.3390/su14052862. DOI: https://doi.org/10.3390/su14052862

Hamilton, I., 2024. Artificial Intelligence In Education: Teachers' Opinions On AI In The Classroom. Available from: https://www.forbes.com/advisor/education/it-and-tech/artificial-intelligence-in-school/.

Hopcan, S., Türkmen, G. and Polat, E., 2024. Exploring the artificial intelligence anxiety and machine learning attitudes of teacher candidates. Education and Information Technologies, 29, pp.7281–7301. Available from: https://doi.org/10.1007/s10639-023-12086-9. DOI: https://doi.org/10.1007/s10639-023-12086-9

Ismail, A., Aliu, A., Ibrahim, M. and Sulaiman, A., 2024. Preparing Teachers of the Future in the Era of Artificial Intelligence. Journal of Artificial Intelligence, Machine Learning and Neural Network, 4(04), pp.31–41. Available from: https://doi.org/10.55529/jaimlnn.44.31.41. DOI: https://doi.org/10.55529/jaimlnn.44.31.41

Jabali, O., Saeedi, M. and Alawneh, Y., 2025. Navigating anxiety in academia: the role of generative artificial intelligence. Education and Information Technologies. Available from: https://doi.org/10.1007/s10639-025-13433-8. DOI: https://doi.org/10.1007/s10639-025-13433-8

Kim, J., Lee, H. and Cho, Y.H., 2022. Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education. Education and Information Technologies, 27(5), pp.6069–6104. Available from: https://doi.org/10.1007/s10639-021-10831-6. DOI: https://doi.org/10.1007/s10639-021-10831-6

Kim, J.J.H., Soh, J., Kadkol, S., Solomon, I., Yeh, H., Srivatsa, A.V., Nahass, G.R., Choi, J.Y., Lee, S., Nyugen, T. and Ajilore, O., 2025. AI Anxiety: a comprehensive analysis of psychological factors and interventions. AI and Ethics. Available from: https://doi.org/10.1007/s43681-025-00686-9. DOI: https://doi.org/10.1007/s43681-025-00686-9

Koutsantonis, D., Koutsantonis, K., Bakas, N.P., Plevris, V., Langousis, A. and Chatzichristofis, S.A., 2022. Bibliometric Literature Review of Adaptive Learning Systems. Sustainability, 14(19), p.12684. Available from: https://doi.org/10.3390/su141912684. DOI: https://doi.org/10.3390/su141912684

Marienko, M.V., Semerikov, S.O. and Markova, O.M., 2023. Artificial intelligence literacy in secondary education: methodological approaches and challenges. In: S. Papadakis, ed. Proceedings of the 11th Workshop on Cloud Technologies in Education (CTE 2023), Kryvyi Rih, Ukraine, December 22, 2023. CEUR-WS.org, CEUR Workshop Proceedings, vol. 3679, pp.87–97. Available from: https://ceur-ws.org/Vol-3679/paper21.pdf.

Memarian, B. and Doleck, T., 2024. A review of assessment for learning with artificial intelligence. Computers in Human Behavior: Artificial Humans, 2(1), p.100040. Available from: https://doi.org/10.1016/j.chbah.2023.100040. DOI: https://doi.org/10.1016/j.chbah.2023.100040

Mintii, I. and Semerikov, S., 2024. Optimizing Teacher Training and Retraining for the Age of AI-Powered Personalized Learning: A Bibliometric Analysis. In: E. Faure, Y. Tryus, T. Vartiainen, O. Danchenko, M. Bondarenko, C. Bazilo and G. Zaspa, eds. Information Technology for Education, Science, and Technics. Cham: Springer Nature Switzerland, Lecture Notes on Data Engineering and Communications Technologies, vol. 222, pp.339–357. Available from: https://doi.org/10.1007/978-3-031-71804-5-23. DOI: https://doi.org/10.1007/978-3-031-71804-5_23

Momot, V. and Lytvynenko, O., 2024. Peculiarities of AI-tools utilization as a supporter during the martial law. Actual Problems in the System of Education: General Secondary Education Institution – Pre-University Training – Higher Education Institution, 1(4), pp.104–116. Available from: https://doi.org/10.18372/2786-5487.1.18726. DOI: https://doi.org/10.18372/2786-5487.1.18726

Natsionalna stratehiia rozvytku shtuchnoho intelektu v Ukraini 2021-2030 [National Strategy for the Development of Artificial Intelligence in Ukraine 2021-2030], 2021. Available from: https://wp.oecd.ai/app/uploads/2021/12/Ukraine_National_Strategy_for_Development_of_Artificial_Intelligence_in_Ukraine_2021-2030.pdf.

OECD, 2025. Artificial intelligence. Available from: https://www.oecd.org/en/topics/artificial-intelligence.html.

Osypova, N., Kokhanovska, O., Yuzbasheva, G. and Kravtsov, H., 2021. Implementation of Immersive Technologies in Professional Training of Teachers. In: A. Bollin, V. Ermolayev, H.C. Mayr, M. Nikitchenko, A. Spivakovsky, M. Tkachuk, V. Yakovyna and G. Zholtkevych, eds. Information and Communication Technologies in Education, Research, and Industrial Applications. Cham: Springer International Publishing, Communications in Computer and Information Science, vol. 1308, pp.68–90. Available from: https://doi.org/10.1007/978-3-030-77592-6_4. DOI: https://doi.org/10.1007/978-3-030-77592-6_4

Pokryshen, D.A., 2024. Evaluation of satisfaction with the use of artificial intelligence in the educational process by teachers in ukraine. In: S. Papadakis, ed. Proceedings of the IX International Workshop on Professional Retraining and Life-Long Learning using ICT: Person-oriented Approach (3L-Person 2024) co-located with 19th International Conference on ICT in Education, Research, and Industrial Applications (ICTERI 2024), Lviv, Ukraine, September 23, 2024. CEUR-WS.org, CEUR Workshop Proceedings, vol. 3781, pp.132–144. Available from: https://ceur-ws.org/Vol-3781/paper16.pdf.

Proiekt: Instruktyvno-metodychni rekomendatsii shchodo zaprovadzhennia ta vykorystannia tekhnolohii shtuchnoho intelektu v zakladakh zahalnoi serednoi osvity [Draft: Instructional and methodological guidelines for the introduction and use of artificial intelligence technologies in general secondary education institutions], 2024. Available from: https://mon.gov.ua/static-objects/mon/sites/1/news/2024/05/21/Instruktyvno.metodychni.rekomendatsiyi.shchodo.SHI.v.ZZSO-22.05.2024.pdf.

Qahman, A.I.A., Dahlan, H.A., Hussin, M. and Al-Zaqeba, M.A.A., 2025. AI-Enabled Adaptive E-Learning Systems Adoption in Conflict Zone: Case Study of Palestinian Schools. TEM Journal, 14(1), pp.789–804. Available from: https://doi.org/10.18421/TEM141-70. DOI: https://doi.org/10.18421/TEM141-70

Ramka tsyfrovoi kompetentnosti hromadian Ukrainy [Digital competence framework competence of Ukrainian citizens: DigCompUA for Citizens 2.2], 2023. Available from: https://osvita.diia.gov.ua/uploads/1/7451-ramka_cifrovoi_kompetentnosti.pdf.

2024. Regulation (EU) 2024/1689 of the European Parliament and of the Council of 13 June 2024 laying down harmonised rules on artificial intelligence and amending Regulations (EC) No 300/2008, (EU) No 167/2013, (EU) No 168/2013, (EU) 2018/858, (EU) 2018/1139 and (EU) 2019/2144 and Directives 2014/90/EU, (EU) 2016/797 and (EU) 2020/1828 (Artificial Intelligence Act) (Text with EEA relevance). Official Journal of the European Union. L series, 2024/1689. Available from: https://eur-lex.europa.eu/eli/reg/2024/1689/oj.

Shyshkina, M. and Nosenko, Y., 2023. Promising technologies with elements of AI for professional development of teaching. Physical and Mathematical Education, 38(1), pp.66–71. Available from: https://doi.org/10.31110/2413-1571-2023-038-1-010. DOI: https://doi.org/10.31110/2413-1571-2023-038-1-010

Skrypka, H., 2024. Artificial intelligence in education: Enhancing teacher professional development programs. Information Technologies and Learning Tools, 101(3), p.227–238. Available from: https://doi.org/10.33407/itlt.v101i3.5639. DOI: https://doi.org/10.33407/itlt.v101i3.5639

Topuzov, O. and Alieksieieva, S., 2024. Possibilities of using artificial intelligence in the educational process of secondary education institutions under the conditions of martial law. Ukrainian Educational Journal, (1), pp.5–11. Available from: https://doi.org/10.32405/2411-1317-2024-1-5-11. DOI: https://doi.org/10.32405/2411-1317-2024-1-5-11

UNESCO, 2019. Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development. (Working Papers on Education Policy, 7). Paris: United Nations Educational, Scientific and Cultural Organization. Available from: https://unesdoc.unesco.org/ark:/48223/pf0000366994/PDF/366994eng.pdf.multi.

Vorotnykova, I., 2023. Professional development of science and mathematics teachers using artificial intelligence. Electronic Scientific Professional Journal “OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY”, (15), pp.18–34. Available from: https://doi.org/10.28925/2414-0325.2023.152. DOI: https://doi.org/10.28925/2414-0325.2023.152

Zhorova, I.Y., Kokhanovska, O.V., Khudenko, O.M., Osypova, N.V. and Kuzminska, O.H., 2022. Teachers’ training for the use of digital tools of the formative assessment in the implementation of the concept of the New Ukrainian School. Educational Technology Quarterly, 2022(1), p.56–72. Available from: https://doi.org/10.55056/etq.11. DOI: https://doi.org/10.55056/etq.11

Zvit “Vseukrainske doslidzhennia vykorystannia ShI u shkilnii osviti”. Termin provedennia: veresen-zhovten 2023 [All-Ukrainian research of the use of AI in school education. Date: September-October 2023], 2023. Available from: https://mon.gov.ua/static-objects/mon/sites/1/news/2023/12/20/Vseukranske.doslidzhennya.vykorystannya.20.12.2023.pdf.