Designing an AI competency course for pre-service teachers: an ADDIE-based approach

Abstract. The article presents the experience of designing and developing the
online course “Pedagogical Aspects of Using Artificial Intelligence in Secondary
Education Institutions” for pre-service teachers at Bohdan Khmelnytsky Melitopol
State Pedagogical University. The relevance of the study is determined by the rapid
digital transformation of education, the active expansion of artificial intelligence
technologies in teaching and learning processes, and the growing need to develop AI
competency among future teachers in the context of increasing cybersecurity threats
and the widespread implementation of online and blended learning. Particular attention
is paid to the formation of competencies related to cyberethics, cybersafety, and
cybersecurity (the C3 triad) as essential components of contemporary teacher education
and responsible AI integration into educational practice.
The course was designed in accordance with the ADDIE instructional design
model, which includes the stages of Analysis, Design, Development, Implementation,
and Evaluation. The article characterizes the content and key processes of each stage,
including the analysis of educational needs and learner characteristics, the selection of
an appropriate Learning Management System, the development of instructional and
multimedia materials, the integration of specialized AI-powered mathematical tools,
and the assessment of learning outcomes. The structure of the course, examples of
learning activities for classroom and independent work, and approaches to organizing
pedagogical interaction in the online environment are presented.
Special emphasis is placed on the pedagogically appropriate and ethically
grounded use of artificial intelligence in mathematics education, as well as on the role
of specialized AI-oriented mathematical services in supporting mathematical
reasoning, visualization, problem solving, and data analysis. The article also highlights
the use of the Generative Artificial Intelligence Literacy Test (GLAT), adapted for
Ukrainian pre-service teachers, as a diagnostic instrument for assessing AI literacy and
awareness. The findings confirm the importance of the systematic integration of AI competency into teacher education programs and demonstrate the potential of the
developed course for preparing future mathematics teachers for professional activity in
digitally transformed educational environments.
Keywords: artificial intelligence, AI competency, pre-service teachers, ADDIE,
digital transformation of education, cybersecurity, cyberethics, online course, LMS,
GLAT.