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

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.

1. References

2. Evstigneev M.N., Sysoev P.V., Evstigneeva I.A. (2024). The competence of a foreign language teacher in the field of artificial intelligence. Inostrannye yazyki v shkole = Foreign Languages at School, no. 3, pp. 90-96. (In Russ.) https://elibrary.ru/auprsp

3. Sysoyev P.V. (2025). A modern teacher’s competence in the field of artificial intelligence: structure and content. Vysshee obrazovanie v Rossii = Higher Education in Russia, vol. 34, no. 6, pp. 58-79. (In Russ.) https://doi.org/10.31992/0869-3617-2025-34-6-58-79, https://elibrary.ru/zjmqfd

4. Titova S.V., Kharlamenko I.V. (2025). Training of staff for the use of artificial intelligence in foreign language teaching. Vestnik Moskovskogo universiteta. Seriya 19: Lingvistika i mezhkul’turnaya kommunikatsiya = Moscow State University Bulletin. Series 19. Linguistics and Intercultural Communication, vol. 28, no. 1, pp. 66-84. (In Russ.) https://doi.org/10.55959/MSU-2074-1588-19-28-1-5, https://elibrary.ru/froxrr

5. Titova S.V., Kharlamenko I.V. (2025). The framework of professional competence for foreign language teachers utilizing artificial intelligence. Yazyk i kul’tura = Language and Culture, no. 69, pp. 220-246. (In Russ.) https://doi.org/10.17223/19996195/69/11, https://elibrary.ru/eceboi

6. Miao F., Cukurova M. (2024). AI Competency Framework for Teachers. Paris, UNESCO Publ., 52 p. https://doi.org/10.54675/ZJTE2084

7. Moorhouse B., Wong K.M. (2025). Generative Artificial Intelligence and Language Teaching. Cambridge, Cambridge University Press, 94 p.

8. Shi L. (2025). Assessing teachers’ generative artificial intelligence competencies: instrument development and validation. Education and Information Technologies, pp. 1-20. https://doi.org/10.1007/s10639-025- 13684-5

9. Chen A., Lian J., Kuang X., Jia J. (2025). Can theory-driven learning analytics dashboard enhance humanAI collaboration in writing learning? Insights from an empirical experiment. The Internet and Higher Education, pp. 1-20. https://doi.org/10.48550/arXiv.2506.19364

10. Allen L.K., Kendeou P. (2023). ED-AI Lit: An interdisciplinary framework for AI literacy in education. Policy Insights from the Behavioral and Brain Sciences, vol. 11, no. 1, pp. 3-10. https://doi.org/10.1177/23727322231220339, https://elibrary.ru/znnefm

11. Long D., Magerko B. (2020). What is AI literacy? Competencies and design considerations. Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, vol. 1, pp. 1-16. https://doi.org/10.1145/3313831.3376727

12. Titova S.V. (2024). Technological solutions based on artificial intelligence in teaching foreign languages: an analytical review. Vestnik Moskovskogo universiteta. Seriya 19: Lingvistika i mezhkul’turnaya kommunikatsiya = Moscow State University Bulletin. Series 19. Linguistics and Intercultural Communication, vol. 27, no. 2, pp. 18-37. (In Russ.) https://doi.org/10.55959/MSU-2074-1588-19-27-2-2, https://elibrary.ru/owsqvg

13. Evstigneev M.N. (2024). A model of language and methodological pre-service teachers’ training based on artificial intelligence technologies. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki = Tambov University Review: Series Humanities, vol. 29, no. 5, pp. 1222-1238. (In Russ.) https://doi.org/10.20310/1810-0201-2024-29-5-1222-1238 , https://elibrary.ru/ipnyou

14. Moorhouse B.L., Yeo M.A., Wan Y. (2024). Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course. System, vol. 125, art. 103399. https://doi.org/10.1016/j.system.2024.103399, https://elibrary.ru/hoceus

15. Pham T.N., Dang T.X. (2025). An Investigation into the Application of Artificial Intelligence for Language Teaching and Learning in Vietnam. Vietnam Journal of Education, vol. 9, no. 2, pp. 265-283. https://doi.org/10.52296/vje.2025.557

16. Tan X., Cheng G., Ling M.H. (2025). Artificial intelligence in teaching and teacher professional development: A systematic review. Computers and Education: Artificial Intelligence, vol. 8, art. 100355. https://doi.org/10.1016/j.caeai.2024.100355

17. Elsherbiny H., Toumajian D. (2024). From Novelty to Necessity: A Survey on Second Language Learning in the Age of AI. The FLTMAG, art. 43. https://doi.org/10.69732/pwer3384, https://elibrary.ru/agauzy

18. Pecková S., Slobodová Z. (2024). The use of AI in foreign language teaching at universities – one year later. CASALC Review, pp. 4-24. https://doi.org/10.5817/casalc2024-1-1, https://elibrary.ru/cmence

19. Rapti C., Panagiotidis P. (2024). Teachers’ Attitudes Towards AI Integration in Foreign Language Learning: Supporting Differentiated Instruction and Flipped Classroom. European Journal of Education, vol. 7, no. 2, pp. 88-104. https://doi.org/10.26417/171oob60e, https://elibrary.ru/pbhqza

20. Zhu M., Wang C. (2025). A systematic review of artificial intelligence in language education: Current status and future implications. Language Learning & Technology, vol. 29, no. 1, pp. 1-29. https://doi.org/10.64152/10125/73606

21. Zaim M., Refnaldi R., Azhar F. et al. (2025). Generative AI as a Cognitive Co-Pilot in English Language Learning in Higher Education. Education Sciences, vol. 15, art. 686. https://doi.org/10.3390/educsci15060686

22. Chan C.K.Y., Hu W. (2023). Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, vol. 20, no. 1, pp. 1-18. https://doi.org/10.1186/s41239-023-00411-8, https://elibrary.ru/czabjz

23. Almisad B., Aleidan A. (2025). Faculty perspectives on generative artificial intelligence: insights into awareness, benefits, concerns, and uses. Frontiers in Education, vol. 10, art. 1632742. https://doi.org/10.3389/feduc.2025.1632742

24. Jadhav S. (2024). Bridging the Gap: Exploring the Revolutionary Application of GenAI in Language Teaching and Learning. Journal of Electrical Systems, vol. 20, pp. 2185-2193. https://doi.org/10.52783/jes.2325, https://elibrary.ru/dqzvkl

25. Tallvid M. (2014). Understanding teachers’ reluctance to the pedagogical use of ICT in the 1:1 classroom. Education and Information Technologies, vol. 21, pp. 1-19. https://doi.org/10.1007/s10639-014-9335-7

26. Sysoyev P.V., Filatov E.M. (2024). Method of teaching students’ foreign language creative writing based on evaluative feedback from artificial intelligence. Perspektivy nauki i obrazovaniya = Perspectives of Science and Education, no. 1 (67), pp. 115-135. (In Russ.) https://doi.org/10.32744/pse.2024.1.6, https://elibrary.ru/tmstly

27. Filiz O., Kaya M.H., Adiguzel T. (2025). Teachers and AI: Understanding the factors influencing AI integration in K-12 education. Education and Information Technologies, vol. 30, pp. 17931-17967. https://doi.org/10.1007/s10639-025-13463-2, https://elibrary.ru/dncvng

28. Zhang C., Schießl J., Plößl L., Hofmann F., Gladez R. (2023). Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis. International Journal of Educational Technology in Higher Education, vol. 20, art. 49. https://doi.org/10.1186/s41239-023-00420-7, https://elibrary.ru/wjopom

29. Uwosomah E.E., Dooly M. (2025). It is not the huge enemy: preservice teachers’ evolving perspectives on AI. Education Sciences, vol. 15, no. 2, art. 152. https://doi.org/10.3390/educsci15020152, https://elibrary.ru/sxdzco

30. Pokrivcakova S. (2024). Pre-service teachers’ attitudes towards artificial intelligence and its integration into EFL teaching and learning. Journal of Language and Cultural Education, vol. 11, pp. 100-114. https://doi.org/10.2478/jolace-2023-0031, https://elibrary.ru/kcgjcg

31. Korenev A.A. (2024). Using artificial intelligence technologies for assessment and testing in language education. Inostrannye yazyki v shkole = Foreign Languages at School, no. 5, pp. 31-36. (In Russ.) https://elibrary.ru/buhnkp

32. Fleckenstein J., Keller S., Krumpen F. et al. (2024). Do teachers spot AI? Evaluating the detectability of AIgenerated texts among student essays. Computers and Education: Artificial Intelligence, vol. 6, art. 100209. https://doi.org/10.1016/j.caeai.2024.100209, https://elibrary.ru/ydcvxj

33. Waltzer T., Pilegard C., Heyman G.D. (2024). Can you spot the bot? Identifying AI-generated writing in college essays. International Journal for Educational Integrity, vol. 20, art. 11. https://doi.org/10.1007/s40979-024-00158-3, https://elibrary.ru/rzsaap

34. Walter Y. (2024). Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, vol. 21, art. 15. https://doi.org/10.1186/s41239-024-00448-3, https://elibrary.ru/btlypd

35. Weng Z., Fu Y. (2025). Generative AI in language education: Bridging divide and fostering inclusivity. International Journal of Technology in Education, vol. 8, no. 2, pp. 395-420. https://doi.org/10.46328/ijte.1056

36. Vieriu A.M., Petrea G. (2025). The impact of artificial intelligence (AI) on students’ academic development. Education Sciences, vol. 15, no. 3, art. 343. https://doi.org/10.3390/educsci15030343, https://elibrary.ru/zlvaxk

37. Sysoyev P.V. (2023). Artificial intelligence in education: awareness, readiness and practice of using artificial intelligence technologies in professional activities by university faculty. Vysshee obrazovanie v Rossii = Higher Education in Russia, vol. 32, no. 10, pp. 9-33. (In Russ.) https://doi.org/10.31992/0869-3617-2023- 32-10-9-33, https://elibrary.ru/tzytkm