AI-COMPETENCE OF PARTICIPANTS IN EDUCATIONAL AND EDUCATIONAL-SCIENTIFIC PROCESSES IN THE CONTEXT OF THE DIGITAL TRANSFORMATION OF EDUCATION AND SCIENCE

The purpose of the article is to theoretically substantiate the essence and structure of participants’ AI competence in the educational and educational-scientific processes in the context of the digital transformation of education and science, as well as to determine the pedagogical conditions and mechanisms for its formation. Objectives: to clarify the conceptual and categorical apparatus of the study; to carry out a theoretical and methodological analysis of the digital transformation of education and science; to determine pedagogical conditions, didactic strategies and mechanisms for integrating artificial intelligence into the educational and scientific process. Research methodology. General scientific and special methods were used: analysis, synthesis, generalization and systematization to study philosophical, psychological, pedagogical and regulatory sources; comparative analysis; interpretive method to understand modern educational and scientific practices of using artificial intelligence. The results of the study show that the formation of AI competence of participants of educational and educational-scientific process is a multidimensional phenomenon that includes cognitive, activity, critical-analytical, ethical and legal, and reflective components. An analysis of theoretical sources and regulatory documents shows that the effectiveness of AI competence development largely depends on the creation of a value-based educational environment, the implementation of project-based research and problem-based strategies, as well as the integration of clear policies and methodologies for the responsible use of artificial intelligence. At the same time, the results of the study confirm that a systematic combination of didactic strategies, pedagogical conditions, and monitoring mechanisms minimizes cognitive and ethical risks, increases the level of critical thinking and reflective independence of students and researchers, which suggests that it is advisable to consider AI competence as an integrative meta-competence of a modern participant in the educational and scientific process. Conclusions. It is emphasized that the formation of participants’ AI competence in the educational and educational-scientific process in the context of the digital transformation of education is an integrative multidimensional process that combines cognitive, activity, critical-analytical, ethical and legal components and ensures the effective, responsible and safe use of artificial intelligence in education and research. Key words: digitalization, digital transformation, scientific research, artificial intelligence, information and digital competence, digital competence, AI competence, open science, educational and educational and scientific process.