Praxeology of generative artificial intelligence in education: from routine tasks to the development of pedagogues’ creative reasoning

Introduction. The relevance of the problem is accounted for by the contradictions between the need for automation of didactic processes and teachers’ unwillingness to engage in productive interaction with GenAI, as well as the risks of dehumanisation of the educational process. It is emphasised that GenAI should act as a tool expanding pedagogues’ resources and releasing time for creative tasks. The purpose of the article is to develop scientific and practical recommendations for pedagogues on the integration of generative artificial intelligence into the educational process. Methodology and techniques. The study involved the analysis and synthesis of scholarly literature and the generalisation of pedagogical experience. The research methodology is based on the principles of the praxeological approach, such as expedience, economic feasibility, instrumentality, efficiency, and humanistic orientation, adapted to the context of the application of generative artificial intelligence in education. Results. An analysis of existing practices of using GenAI in education was implemented, and the possibilities and constraints of this technology for the optimisation of pedagogical activities were identified. A model of teachers’ productive interaction with GenAI was elaborated based on the principles of pedagogical praxeology, aimed at developing teachers’ creative reasoning. It is proposed to supplement the teacher’s professional profile with a structural element, “digital praxeological profile”, which integrates the competencies within artificial intelligence into the pedagogue’s digital competencies. Some scholarly and practical recommendations have been formulated for teachers on the efficient use of GenAI in various aspects of pedagogical activity, from the development of teaching materials to assessing learning outcomes. KEYWORDS Conclusion. The effective integration of GenAI into education requires a revision of the pedagogue’s functional responsibilities and the development of teachers’ competencies in the field of AI. The practical significance of the work lies in the possibility of applying the developed recommendations by teachers, as concerns the use of GenAI for increasing the efficiency and quality of professional activity, as well as for the optimisation of the educational process and the development of the teachers’ creative potential. The presented results can be used for the development of the teachers’ professional improvement programmes in the sphere of GenAI application.