Mehriban Aga Hasanova

DEVELOPMENT OF TEACHERS' PEDAGOGICAL COMPETENCIES THROUGH ARTIFICIAL INTELLIGENCE SUPPORT

 Abstract. This article explores how artificial intelligence (AI) tools support the development of teachers' pedagogical competencies and examines the policy conditions required for large-scale implementation of these impacts within a middle-income education system, using Azerbaijan as a contextual example. Based on a synthetic analysis of qualitative evidence from policy documents, expert statements, peer-reviewed research, and reliable media sources covering 2018–2025, we systematize the findings into three areas: (i) teacher motivation and professional development; (ii) strengthening competencies in planning, instruction, formative assessment, classroom management, and continuous improvement; and (iii) equity in access to learning opportunities. Evidence suggests that AI can reduce routine workload, enhance formative assessment, and support differentiation, as well as expand tutor-like support opportunities when provided in the Azerbaijani language. Key limitations include uneven levels of digital infrastructure, limited opportunities for task-specific professional development, and unresolved concerns regarding privacy, transparency, and responsible use.

Keywords: artificial intelligence, education policy, teacher pedagogical competencies, professional development, governance, equity, data-driven decision-making