Foreign language teachers’ professional development in the AI era: requirements, competences, and formation stages

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Abstract

Importance. The active development of artificial intelligence (AI) technologies and their integration into education is creating a gap between the potential of AI and the actual readiness of teachers to apply these tools effectively and critically in their professional practice. The study presents a comprehensive analysis and the stages of forming AI competence in foreign language teachers.

Materials and Methods. The research is based on an interdisciplinary approach and an analysis of Russian and international scientific sources. The empirical base consisted of survey (60 participants) and reflexive questionnaire (50 participants) results received from foreign language teachers who completed a professional development course at the Faculty of Foreign Languages and Area Studies of Lomonosov Moscow State University from May to June 2025. The survey was aimed at diagnosing the level of awareness, readiness, and practical use of AI technologies, as well as identifying professional needs. A reflexive questionnaire method is used to collect qualitative data, allowing to obtain teachers’ subjective assessment.

Results and Discussion. The study presents and substantiates the structure of AI competence for foreign language teachers, outlines the stages of its formation, and refines the concept and structure of neurolinguodidactic competence. A comparative analysis of international and Russian approaches to forming the structure of AI competence is provided, along with a practice-tested model of professional development for foreign language teachers in the field of artificial intelligence.he obtained data indicate that the course contributed to the development of both theoretical knowledge and practical skills necessary for teaching foreign languages with AI support.

Conclusion. The practical significance of the study lies in the development of a ready-toimplement professional development model. However, key aspects requiring further attention and refinement were identified: the volume of information, technical difficulties with the distance learning platform, and the need to expand the language support of AI tools. Research prospects are associated with the adaptation of the proposed model for various pedagogical contexts and its further optimisation considering the identified difficulties.

About the authors

S. V. Titova

Lomonosov Moscow State University

Email: stitova3@gmail.com
ORCID iD: 0000-0002-7930-3893
SPIN-code: 1831-5730
Scopus Author ID: 56600196700119991
ResearcherId: P-9653-2015

Dr. Sci. (Education), Professor, Head of Theory of Teaching Foreign Languages Department of Foreign Languages and Area Studies Faculty, Deputy Dean for Continuous Professional Education

Russian Federation, 1 Leninskiye Gory, Moscow, 119991, Russian Federation

K. T. Temuryan

Lomonosov Moscow State University

Author for correspondence.
Email: temuryan.study@yandex.ru
ORCID iD: 0000-0001-6851-0486
SPIN-code: 6080-1632
ResearcherId: ABB-2996-2021

Post-Graduate Student, Lecturer of Language Teaching Theory Department of Foreign Languages and Area Studies Faculty

Russian Federation, 1 Leninskiye Gory, Moscow, 119991, Russian Federation

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