Abstract
This article comprehensively examines the scientific and methodological foundations of training educators to use artificial intelligence (AI) tools. The study aims to identify the need for new competencies among teachers arising from technological modernization in the contemporary education system. Methodology and methods. Through a review of international and national literature, as well as survey, observation, and comparative analysis methods, the level of teachers’ mastery of AI tools, existing barriers, and professional needs were identified. Results. The results indicate that the integration of AI into the educational process in Kazakhstan is at a formative stage and that teachers’ professional training requires systematic improvement. Scientific novelty. The scientific novelty of the study lies in identifying teachers’ emerging AI-related competencies and key barriers to AI integration in the context of Kazakhstan’s education system, based on empirical data and methodological analysis, with practical significance. The study demonstrates that the effective use of AI enhances teachers’ professional competence and improves the quality of education, and it offers methodological recommendations and strategic directions.