Transformation of the project competence of Mari language and literature teachers in the context of integrating artificial intelligence technologies
The purpose of this study is to provide a theoretical substantiation and explore aspects of the essential and content-related transformation of the project competence of Mari language and literature teachers in the context of integrating artificial intelligence (AI) technologies. The article analyzes the transformation of the motivational, cognitive, operational, culturological, and reflexive components of project competence within the hybrid educational environment of “Teacher – AI – Learner”. Emphasis is placed on the urgency of developing skills for the linguocultural validation of AI-generated ethnocultural content. The scientific novelty of the study lies in defining the specificities of the transformation of project competence for Mari language and literature teachers under AI integration, as well as in substantiating a criterion-indicative framework for assessing competence, which includes indicators of ethnocultural authenticity. A content analysis of curricula and syllabi reveals that the formation of project competence components during AI integration remains fragmented. Consequently, the study offers scientific and practical recommendations for updating educational programs for Mari language and literature teachers, organizing interdisciplinary collaboration, and establishing a mentoring system within the “Teacher – AI – Learner” hybrid environment.