Abstract
This article examines the role of generative artificial intelligence (AI) technologies in developing the professional creativity of future computer science teachers. The aim of the study is to identify the potential of generative AI tools for fostering the professional creativity of prospective computer science teachers. In the course of the study, generative AI tools such as ChatGPT, Copilot, DALL·E, and Midjourney were employed. The empirical part of the research involved 75 third- and fourth-year students enrolled in a computer science education program. The research methods included a questionnaire survey, a pedagogical experiment, comparative analysis, and descriptive statistical methods. The findings indicate that students actively use generative AI tools in their learning activities. In particular, 68% of participants reported using these tools while completing academic tasks, while 70% noted an improvement in their ability to generate new ideas. In addition, 65% of the respondents indicated an increase in creative thinking, and 60% reported improved problem-solving skills. The results of the experimental tasks demonstrated that the use of generative AI tools contributes to greater creative engagement when designing lesson plans, solving programming tasks, and developing visual learning materials. The results of the study suggest that integrating generative AI technologies into the training of future computer science teachers can serve as an effective pedagogical tool for enhancing their professional creativity.