PEDAGOGICAL PRACTICE OF BACHELOR’S STUDENTS IN PRESCHOOL EDUCATION IN THE EPOCH OF THE DEVELOPMENT OF ARTIFICIAL INTELLIGENCE: VALUE-PRAXEOLOGICAL ASPECT

Abstract

The relevance of this study stems from the urgent need to identify ways to preserve humanistic and professional values in the training of future preschool teachers amid the digitalization of education. The purpose of the article is to explore the formation of digital and praxeological competencies during students' pedagogical practice; to identify directions for the use of artificial intelligence tools in the educational environment of preschool institutions; and to emphasize the importance of critical evaluation of digital technologies, adhering to ethical standards, ensuring privacy, maintaining academic integrity, and respecting copyright. The article argues that the praxeological component ensures purposefulness, efficiency, and structural organization of educational interaction, while the value component serves as a criterion for the admissibility and humanistic orientation of innovations. The following research methods were employed: analysis and synthesis of scientific sources with subsequent theoretical generalization of concepts related to digitalization and inclusion in preschool education; comparative analysis of international and national regulations to identify normative requirements and risk-oriented restrictions on educational practice; a structural-functional approach to distinguish and establish connections between the value and activity dimensions of preschool teacher training; and conceptual modelling to design scenarios for integrating AI tools into inclusive preschool environments and to formulate conditions for their safe use. Research Results. The study demonstrates that the functional aspects of the praxeological approach, in conjunction with value-based guidelines, form the foundation of professional subjectivity in future preschool teachers. It highlights the importance of updating higher education curricula to incorporate artificial intelligence components and creating conditions for students to gain experience in the safe and appropriate integration of digital tools into practical activities. The findings suggest that the combination of innovative digital tools and humanistic values fosters a new level of teacher readiness for work in inclusive environments. The article concludes that successful pedagogical practice in the age of AI development is achievable only through a balanced integration of innovative technologies with established pedagogical values. This strategy for practical training contributes to the formation of professional identity in future educators and outlines pathways for adaptation amid technological transformations in the educational landscape.