CREATIVE PRACTICES IN PROFESSIONAL DEVELOPMENT UNDER AI-ENHANCED LEARNING: A COMPARATIVE ANALYSIS OF QUALIMETRIC INSTRUMENTS AND INDICATORS FOR STUDENT LEARNING OUTCOMES ASSESSMENT

Abstract

The article examines the problem of evaluating the effectiveness of creative practices of the professional development of learners and teachers in the context of AI-enhanced learning. The relevance of the study is substantiated by the growing role of artificial intelligence and digital technologies in the educational process, which necessitates the development of new approaches to the comprehensive measurement of their professional development. It is established that creative practices of professional development are aimed at developing students’ creative potential, their critical thinking, and their ability to effectively use digital tools in professional activity. The importance of a comprehensive approach to evaluating the effectiveness of professional development is emphasized, which involves the use of qualimetric tools, integral indicators, and AI analytics capabilities. A synthesis of key scholars researching creative practices of professional development and the development of the creative potential of students/teachers is presented.

A comparative analysis of Ukrainian and international approaches to evaluating the effectiveness of professional development shows that most scholars focus on individual components of professional training, primarily digital competence. Special attention is paid to the development of a qualimetric toolkit that includes a system of criteria, indicators, levels of effectiveness, and an integral evaluation index. It is highlighted that the integrated combination of the qualimetric approach, a system of criteria, and AI analytics provides a foundation for the objective monitoring of the professional development of learners and teachers. The possibilities of applying the proposed toolkit in the educational process are identified, in particular using surveys, testing, expert evaluation, and AI analytics. It is established that the use of an integral indicator as a weighted sum of criteria creates opportunities for monitoring the professional development of learners and teachers.