PRACTICE OF PREPARING EDUCATIONAL LEADERS’ PREPAREDNESS FOR THE USE OF ARTIFICIAL INTELLIGENCE SYSTEMS IN PROFESSIONAL ACTIVITIES

Abstract

Introduction. The article investigates the current practical state of educational leaders’ preparedness for implementing artificial intelligence (AI) systems in their professional activities. Both international and national experiences of integrating AI tools into educational management are examined. Special attention is paid to the analysis of current initiatives, training programs, and professional development courses aimed at enhancing digital literacy and leadership competencies in the AI domain. The research identifies key directions for AI use in educational management, including administrative process automation, data-driven decision-making, digital analytics, adaptive learning, and communication. Emphasis is placed on the importance of developing AI literacy as an integral part of the digital competence of modern educational leaders.

Purpose. This article aims to analyze the current practical state of educational leaders’ readiness to implement AI systems in professional activities. It examines both national and international practices of preparing administrators to integrate AI in educational management.

Methods. The study uses theoretical analysis of scientific literature, normative documents, and training programs; comparative analysis of approaches in Ukraine and abroad; content analysis of digital initiatives and training courses; and systematization of current challenges and development prospects.

Results. The research identifies key directions of AI application in educational leadership, including automation of administrative tasks, data-driven decision-making, digital analytics, adaptive learning, and communication. It also highlights practical initiatives for professional development and training in AI literacy. The findings reveal a gap between technological potential and the actual readiness of educational managers.

Originality. This study is among the first to offer a comprehensive analysis of the current state of AI-related professional development for educational leaders in Ukraine, contextualized within global trends. It formulates a conceptual basis for AI literacy as a component of digital competence in educational leadership.

Conclusion. Despite the emergence of promising initiatives, the implementation of AI in educational governance remains fragmented. The study outlines key challenges—such as lack of systematic training, ethical and legal uncertainties, and access disparities—and proposes directions for improving policy and training systems. Investing in the AI readiness of educational leaders is crucial for the success of digital transformation in education.