In the 21st century, a digital society is rapidly evolving, driven by the influence of artificial intelligence and other information and communication technologies (ICTs). As a result, education requires technical updates and significant methodological modernisation in the teaching and learning processes. The emergence of tools like ChatGPT, Copilot, Canva AI, Google Gemini, and others is changing the role of teachers, the methods and sources of knowledge and the forms of interaction between participants in the educational environment. The paper examines approaches to the professional development of teachers in a digital environment through artificial intelligence. The paper aims to present the Matrix, which ensures the conduct of teachers' training with the possible revision of options and addition of necessary topics. The Matrix serves as a planner for professional development, utilising AI tools. The levels along which the teacher moves towards acquiring the necessary competencies using AI are identified: knowledge, skills, soft skills, activity, and result. A practical sample of the realisation of the 1st level of AI use in the introductory stage is presented. We propose the use of matrix learning, which has received positive feedback from teachers, as it anticipates their needs and the flexibility of learning. The Matrix presented in this paper is aimed at developing teachers' competence in using AI at three levels - familiarisation, use, and transformation - which ensures gradual training and practice of teachers in using AI in the classroom.
Modern teachers are involved in the use of digital technologies and solving complex tasks that are posed to them by circumstances that afect the educational process, namely the transition to distance and remote forms of interaction with students and colleagues, the need to use those means of organising learning that are not always updated and modern, and the need to quickly adapt to the needs of students and their parents. This is particularly evident, especially in Ukraine, where the ongoing conflict has disrupted education systems, with many schools having been destroyed or closed, especially in occupied territories. Therefore, considerable attention is paid to teachers’ support and professional development today. The needs for the professional development of teachers lie in the need to use modern educational digital resources and tools that contribute to the formation of key competencies in students, particularly critical thinking, and the development of soft skills that contribute to their successful learning. Recently, teachers have been paying attention to the possibilities of using artificial intelligence as a tool that helps them organise the educational process and complements the range of possible tools for diversifying forms of learning.
The professional development of teachers is a complex task, and that is why it is necessary to pay attention to matrix learning, which is becoming a popular approach to planning, organising and implementing teachers’ professional development today. This approach is justified because matrix learning enables teachers to determine and plan their development process independently, be flexible, and choose the necessary work opportunities. The reform of the New Ukrainian School involves changing approaches to student education and developing a new generation of teachers who can be independent, competent, and motivated in performing their professional tasks.
This article proposes the Matrix model for teachers’ professional development, which can be used equally by teacher training institutions and teachers themselves to upgrade their use of AI in professional contexts.
The development of matrix training for teachers is the subject of works by M. Korsager, B. Reitan,
M. Gaare Dahl, and others [
The article by Marienko et al. [
The learning matrix is a strategic tool that helps manage the educational process and is designed to track, plan, and manage learning and teachers’ skills development. Its main purpose is not only to identify learning needs but also to monitor progress in acquiring teachers’ skills and competencies in accordance with educational goals. We propose using such a matrix to structure the learning process using artificial intelligence.
Matrix learning consists of several steps. First, a matrix is developed with two or more dimensions,
with the target skill components isolated on each axis (for example, actions on one axis and results
on another axis). The proposed matrix contains learning components on one axis (vertical) and levels
on another (horizontal). This makes it possible to track the educational progress of professional
development and, if necessary, supplement the matrix with new components or add new descriptors to
the level. In this case, the combinations of components can be flexibly changed [
Our special interest mulated into thin-called TPACK model or approach to professional development.
This model consists of four components: technological, pedagogical, content, and knowledge. The
proposed framework by P. Mishra and J. Koehler for teachers’ professional development is focused on
using ICTs [
For the development of soft skills of teachers in the use of artificial intelligence tools, the draft
recommendations ’Instructional and methodological recommendations on the use of artificial intelligence
capabilities in secondary education institutions’, a joint work of the Ministry of Education and Science
of Ukraine and the Ministry of Digital Transformation of Ukraine, are useful [
Table 1 presents a generalised example of a Matrix training “Integration of AI tools into teaching”. The main task is to promote the professional development of teachers by building an individualised trajectory of the formation of digital and interdisciplinary competencies through a matrix training focused on integrating artificial intelligence tools into the educational process.
At the first level in the matrix, the “Knowledge” component includes introducing teachers to the
theoretical foundations of artificial intelligence, its key functions, and potential for use in education,
which is the stage of teachers’ initial understanding of AI. At this stage, the “Skills” component covers
the understanding and use of navigation in AI services, while any AI platform can be taken as an
example. Xiao Tan and Gary Cheng and Man Ho Ling, who conducted an analysis of SCOPUS and WEB
of Science articles from 2015 to 2024 on the problem of using AI in the professional activities of teachers
[
The need to develop Soft skills for teachers is stated in Ukrainian regulatory documents. Thus, the professional standard of a teacher adopted in 2020 defines professional competencies that relate to Soft skills, including: linguistic and communicative, informational and digital, psychological, emotional and ethical, pedagogical partnership competence, inclusive, health-preserving, design, prognostic, organisational, evaluative and analytical, innovative, lifelong learning ability, reflective. This professional standard is taken into account for the development of the New Ukrainian School. Since the development of these skills is considered a necessary component of preparing children for a successful future, attention is focused on the need to integrate these skills into curricula, which will contribute to both academic achievements and social development of the personality, self-regulation, self-awareness and empathy. Accordingly, teachers need to develop soft skills. The order on approval of the Conceptual Principles of Reforming Specialised Secondary Education (Academic Lyceums), adopted in 2024 by the Ministry of Education and Science of Ukraine, states the need for measures to develop the soft skills of teachers and students, including training and workshops on teamwork, leadership, communication, time management, etc. In this context of soft skills development, it is important to focus on developing qualities such as digital flexibility, critical thinking, responsibility, creativity and ethical awareness. These skills are particularly efective and necessary for using artificial intelligence tools in a teacher’s educational activity. For example, the ability to adapt to new technologies is most important at the familiarisation stage, analysing information and ethically applying AI are necessary at the use stage, and the ability to develop innovative approaches to learning at the transformation level. All these soft skills allow teachers to efectively integrate AI into the educational process, thereby contributing to forming a responsible attitude towards modern technologies in students.
Within the framework of the matrix table we have proposed, we propose three levels of Soft skills for teachers to use artificial intelligence efectively in the educational process. At level 1 (familiarisation), the teacher becomes familiar with various artificial intelligence tools (chatbots, content generators, and analytical platforms) while developing Digital flexibility to adapt to new digital technologies. At this level, the teacher needs to understand artificial intelligence’s opportunities for educational activities and be ready to experiment with these technologies. At level 2 (use), the teacher begins to use artificial intelligence to solve his needs actively (for example, text analysis or creating interactive exercises and chatbots) while developing his critical thinking and assessing the reliability and quality of AI results and is also responsible for the ethical use of these results when creating practical tasks. At level 3 (transformation), the teacher integrates AI into the educational process by developing their products (personalised learning trajectories or interdisciplinary projects, etc.). At the same time, the development of unique approaches by the teacher is ensured by his creativity, and the use of AI must comply with ethical principles (avoidance of plagiarism, respect for copyright, and awareness of the moral and social consequences of the use of AI).
The “Activity” component covers the organisation of interaction between participants in the
educational process using AI. As a result, the teacher must present his own AI project for implementing a
lesson, educational project, and other events in the educational process. It should be noted that it is
worth determining the level of digital competence of the teacher to build a matrix of individual learning.
It can be determined using special tests such as, for example, the test “Digital Grammar for Teachers”
ofered by the web portal “Diya”, developed by the Ministry of Transformation of Ukraine (designed for
30-40 minutes); the test “SELFIE for TEACHERS” developed by the European Commission together with
a group of education experts from all over Europe (designed for 30 minutes) [
Let us take a closer look at the proposed Level 1 (Introduction) of the matrix for applying artificial intelligence tools for teachers (figure 1).
The “Knowledge” component allows the formation of a theoretical basis for studying and using AI as a teacher’s tool. It includes understanding AI capabilities, ethical aspects of its application, and benefits for personal and professional development. The main topic of this component is “What AI is and its potential in education. A teacher should know the definition of AI (machine learning algorithms), its types (generative: ChatGPT, Canva AI; conversational: Google Gemini), capabilities (content generation, task personalisation), as well as ethical aspects (avoiding plagiarism, ensuring responsibility for quality), and ways of adapting them to students’ needs.
We suggest the teacher develop a mathematics exercise for 7th-grade students on the topic “Fractions: Addition and Subtraction, using AI. For example, entering a prompt into ChatGPT: “Create five exercises on adding fractions for 7th grade with answers, at diferent dificulty levels (basic, intermediate, advanced)”, checking accuracy, adding personal explanations, and avoiding direct copying. To prepare for this task, the teacher can review videos and online resources such as the YouTube course “Big Course on AI in Education” (Ministry of Digital Transformation of Ukraine, Ministry of Education and Science of Ukraine), and use tools such as ChatGPT (for exercise generation), Canva AI (for visualisation), Grok (for creative ideas), etc.
To assess progress, we propose designing a test “What do I know about AI?” with 5–10 questions (multiple choice and open-ended), lasting 15–20 minutes, using Google Forms (at least 70 percent correct answers should be achieved; if less, it is recommended to repeat the topic). For self-assessment, teachers may take the “Digital Grammar for Teachers” test on the Diia portal and answer reflection questions such as: “What did I learn from this material? How can I deepen my knowledge of AI?”
In the next component, “Skills”, the teacher develops practical abilities related to navigating and basic use of AI services, following the principles of step-by-step learning. The main theme here is “Navigation in AI Services”, as hands-on experience with AI interfaces helps transition from theoretical understanding to active application. This includes registration, finding tools, entering prompts, and analysing results. For example, a teacher may be asked to prepare an explanation of fractions for 7th grade, completing all stages – from registration, entering a query, analysing the answer, to refining the prompt (e.g., “Add an example with diferent denominators”) to test flexibility.
For this task, the teacher may use ChatGPT for prompt input and analysis, SnatchBot to explore conversational bots, and Grok to generate creative responses. To evaluate progress, it is recommended to record a short screen capture (1–2 minutes) of the navigation process: logging into the platform (e.g., ChatGPT), entering the query “Explain adding fractions for 7th grade”, receiving the response, and briefly commenting on its relevance (1–2 sentences). For self-assessment, the teacher can review the recording, evaluate their own actions (e.g., “Did I easily find the input field? Was the answer clear?”), and note achievements and dificulties.
The “Soft Skills” component is about developing digital flexibility through adapting to new technologies in education. At this stage, teachers overcome psychological barriers such as the fear of the “unknown” by completing one task using multiple platforms, comparing results, and preparing for confident AI use. At Level 1, the teacher becomes familiar with diferent AI platforms, evaluates their potential, and develops a positive attitude toward innovative technologies. A suggested task: compare AI tools for explaining fractions for 7th grade. For example, enter the query “Explain adding fractions 1/2+1/4=? for 7th grade” into ChatGPT and Grok, compare results, and create a visual diagram in Canva AI. To prepare, teachers are encouraged to consult the “Instructional and Methodological Guidelines for Using AI in Schools” issued by the Ministry of Education and Science of Ukraine and the Ministry of Digital Transformation, and to take the “Digital Grammar for Teachers” test on the Diia portal to assess digital competence and identify growth areas. Teachers may keep a journal for personal reflection to record their insights and ideas, answering questions such as: “What new things have I learned? How will this impact my work?” with a focus on shifting from “fear” to “interest”.
The “Activity” component involves teachers working with methodological materials, manuals, and instructions on using AI tools, participating in webinars and discussions, consolidating theoretical knowledge and preparing them for practical application. This also allows teachers to share and discuss experiences with colleagues. For example, teachers may review AI-generated instructions for creating fraction exercises, consult the “Instructional and Methodological Guidelines for Using AI in Schools”, which provide basic prompts, and in a Telegram group for math teachers, share their own AI-generated fraction tasks (e.g., creating five exercises on fractions for 7th grade using ChatGPT), then discuss ideas with colleagues and receive feedback.
For self-assessment, teachers may keep notes documenting how they applied ideas from the guidelines (e.g., in Google Docs or Word) and create a short report about their AI exploration, such as a presentation in Google Slides or Canva AI entitled “My First Experience with AI for a Math Lesson”.
The “Result” component reflects the completion of the introductory stage of professional development, showcasing achievements and readiness to progress further. At this level, the teacher synthesises acquired knowledge (basic AI concepts), skills (AI navigation), and activities (using instructions) into a practical product, demonstrating readiness to integrate AI into the teaching process. This may include preparing a report or presentation about initial AI experiences. The teacher is also prepared to share knowledge with colleagues and receive feedback, building confidence for independent AI use in the classroom. Teachers are encouraged to take the online course “Teacher’s Digital Competence” on the Diia for further development and self-assessment – education platform, which includes a self-check module.
The article examines approaches to teacher professional development in a digital environment using artificial intelligence. The authors proposed and developed a Matrix of Teacher Professional Development using artificial intelligence, which allows teachers to be flexible in their choice of professional development. The outlined matrix contains components such as knowledge, skills, soft skills, activity, and result, as well as three levels of teacher acquisition of these qualities. Skills and soft skills are correlated with levels to measure outcomes. The blocks of the proposed matrix aim to develop in teachers a critical attitude towards the use of AI in their work, an application of a creative approach to teaching, and the ability to find solutions and be independent in the choice of methods. An example of a practical implementation of the AI tools matrix for teachers at Level 1 (Introduction) was developed (figure 1). This example demonstrates the completion of the introductory stage of professional development related to teachers’ use of AI tools. Possible limitations in using matrix learning to enhance skills in using AI may be related to teachers’ reliance on self-assessment, their access to online resources, and a lack of necessary technical support, among other factors. The matrix outlined in the article is currently in the preliminary stages of development. It will undergo careful refinement and enhancements based on comprehensive discussions with the identified target groups. This collaborative approach ensures that the matrix efectively addresses the needs and perspectives of all interested groups. The authors consider further developing the problem of using the matrix as a planner for teachers’ professional development using AI tools, studying practical examples and experience, and conducting surveys to determine teachers’ opinions on the efectiveness of using this tool in the professional development system.
Conceptualization, Oksana Ovcharuk, and Nataliia Soroko; methodology, Oksana Ovcharuk; formal analysis, Nataliia Soroko; investigation, Oksana Kravchyna, Oksana Ovcharuk and Nataliia Soroko; resources, Nataliia Soroko and Oksana Kravchyna; data curation, Oksana Ovcharuk; writing – original draft preparation,Oksana Ovcharuk; writing – review and editing, Oksana Ovcharuk; visualization, Nataliia Soroko. All authors have read and agreed to the published version of the manuscript.
During the preparation of this work, the author(s) used Grammarly to check grammar and spelling.