Kindergarten Teachers’ perspectives of Implementing Artificial Intelligence in Kindergarten Education

Document Type : Original Article

Author

Kuwait University., College of Education. Department of Curriculum and instruction

Abstract

This study explored kindergarten teachers’ perceptions of implementing artificial intelligence (AI) in kindergartens in Kuwait. A descriptive survey method was used and a questionnaire consisting of 70 statements was prepared. The questionnaire was distributed electronically to 630 teachers. The results revealed that teachers’ self-assessed knowledge of AI applications was low, and that they perceived the use of AI applications in kindergartens as limited. The study also showed that their attitudes toward employing AI applications were moderate, and that there were several challenges to using AI in kindergartens. In addition, there were several requirements for employing these applications, which the participants considered highly important.

The results also revealed statistically significant differences in the level of knowledge about AI applications, opinions on the usefulness of employing them, and attitudes toward using them depending on the educational qualification variable, in favor of teachers with postgraduate qualifications. Differences were also found in the level of attitudes based on the variable of years of experience in favor of teachers with less than five years of experience. In addition, differences were noted in the evaluation of employment requirements, favoring teachers with 10 or more years of experience.

The researcher makes several recommendations, including adopting AI applications as an important approach to developing kindergarten education, ensuring the necessary funding for employing and supporting these applications, conducting training courses for teachers to equip them with skills for utilizing AI in kindergartens, and providing an appropriate infrastructure for this purpose.

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References

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