Problems of forming ai literacy in the process of teaching mathematical disciplines in higher education

Abstract

The problems and prospects of developing artificial intelligence literacy in the teaching of mathematical disciplines in higher education institutions across various fields of study are examined. The global experience of integrating AI tools – systems, generative models, intelligent tutoring systems, and immersive technologies – is analyzed. Particular attention is given to the Ukrainian context, where the absence of standardized modules and insufficient teacher training create barriers to effective instruction.