Аңдатпа
With the rapid development of artificial intelligence (AI) technologies, educational systems across various countries have demonstrated heterogeneous approaches to its integration into pre-service teacher training. This article presents a review and comparative analysis of international models and cases of AI implementation into the higher pedagogical education systems. The research methods included content analysis, comparative analysis, and typology of international educational models that integrate AI technologies into the teacher training process. The study was based on a content analysis of research papers, identifying three key models: episodic, integrative, and transformative. Examples from the USA, Canada, Finland, Singapore, South Korea, Australia, and Germany are considered. The article analyzes the methodological, institutional, and ethical aspects of AI implementation, as well as compares the degree of technological maturity and pedagogical applicability. The analysis of 18 international programs resulted in the identification of three typological models: episodic, integrative, and transformative. These models varied in the degree of AI integration into the educational process, the level of systemic support, and the focus on developing pre-service teachers’ AI competencies. The study’s results were visualized in infographics and an analytical table, allowing for the identification of cross-country similarities, differences, and trends in the digitalization of education.