COGNITIVE APPROACH TO AI LITERACY EDUCATION FOR FUTURE TEACHERS

The rapid integration of artificial intelligence (AI) technologies into the educational ecosystem creates an urgent need for systematic AI literacy education in pre-service teacher training programmes. This paper presents the conceptual foundations of the cognitive approach to AI literacy education for future teachers and substantiates its methodological advantages over instrumental-technical approaches that have dominated the field. The cognitive approach positions the future teacher as an active cognitive agent who constructs knowledge about AI through information processing, schema formation, metacognitive monitoring, and critical evaluation. The study employs theoretical-conceptual analysis, comparative pedagogical analysis, and empirical diagnostics involving 156 pre-service teachers from pedagogical universities in Andijon, Tashkent, and Namangan regions. The results substantiate that the cognitive approach to AI literacy education comprises five interconnected components: cognitive understanding of AI concepts and systems, critical analysis of AI-generated content, metacognitive regulation of AI-mediated learning, schema-based knowledge construction, and reflective evaluation of AI practices. Empirical findings demonstrate that pre-service teachers trained through the cognitive approach show significantly higher levels of AI literacy compared to those trained through instrumental approaches (χ² = 32.4, p < 0.001). The article concludes that the cognitive approach provides a scientifically grounded methodological basis for designing AI literacy curricula in pre-service teacher education aligned with international standards and national strategic priorities.

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