Abstract
The article examines the problems of developing critical thinking of future teachers of computer science and mathematics using artificial intelligence tools. The experience of domestic and foreign researchers regarding the use of artificial intelligence in education for the development of critical thinking, in particular, the United States of America, the Republic of Poland, and the Republic of Slovenia, was analyzed. The necessary components of critical thinking are defined: the use of logical thinking to analyze problems, make decisions and solve problems; obtaining, interpreting and using knowledge/facts/data in the process of solving problems; demonstration (manifestations) of creativity and non-standard thinking. In order to investigate the specifics of the application of critical thinking skills by future teachers of computer science and mathematics when working with artificial intelligence systems, a survey was conducted. The "Klochko Questionnaire: Peculiarities of using critical thinking skills by future teachers of computer science and mathematics when working with artificial intelligence systems" was created. The possibilities of using artificial intelligence tools in education have been clarified, in particular: analysis of educational data, creation of educational content, professional development, adaptive learning, and others.The results of the study showed that 92.2% of respondents use or plan to use artificial intelligence tools in the educational process. The vast majority of students studying to become computer science and mathematics teachers actively use artificial intelligence to solve various problems, applying critical thinking and developing their critical thinking skills. The development of critical thinking skills of future computer science and mathematics teachers is a necessary condition for their academic success, personal and professional development, competitiveness, preparation for future challenges, solving new problems, teaching students to think critically. The implementation of artificial intelligence tools for the development of critical thinking in future teachers may have certain risks, such as excessive trust in artificial intelligence and the reduction of the role of one's own experience, intuition, etc. It is important to note that the field of using artificial intelligence technologies in education is just beginning to develop and needs additional research, however, it has great potential for the development of critical thinking of future teachers.
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