A Program Based on Cognitive Flexibility Theory (CFT); to Employ Artificial Intelligence Applications to Adapt the Kindergarten Curriculum and Enhance the Digital Competencies for Kindergarten Student Teachers

The present study aimed to leverage the principles of Cognitive Flexibility Theory (CFT) to develop a program that employs AI applications to assist early childhood education students in adapting the kindergarten curriculum. The study also sought to enhance their digital competencies grounded in AI. A mixed-methods approach adopted, combining a quasi-experimental, single-group design (given the novel nature of the proposed content) with qualitative methods. The experiment measured the impact of the independent variable:
"a program based on Cognitive Flexibility Theory" on the dependent variables: "utilization of AI applications to adapt the kindergarten curriculum" and "enhancement of digital competencies." This necessitated the design, control, and implementation of the experimental process. Qualitative methods were employed during program implementation and in assessing the attainment of various learning outcomes among the early childhood education students.
The research instruments included a test to measure the students' mastery of the program's scientific content (cognitive dimension), an assessment of their ability to design a teaching plan (applied/skill dimension), and an evaluation of the quality of AI-generated digital content (applied/skill dimension). Additionally, a digital competencies scale aligned with CFT principles used. The affective dimension measured through reflection journals and observations after each program session. The study's materials included a proposed program based on CFT, comprising a student/teacher textbook, an instructor's guide, learning resources, training session topics, program objectives, teaching strategies, and assessment methods for students' applications. The program was implemented during the second semester (Spring 2023-2024) with a sample of )56(fourth-year early childhood education students at the Faculty of Education, Alexandria University. And The data were analyzed using a paired t-test.
The results demonstrated, overall, that the proposed program was effective in developing the competencies required to utilize AI applications in adapting the kindergarten curriculum for the study group. The calculated t-value was greater than the tabulated value, and the difference between the means was statistically significant at the level of (a ≤ 0.05), with a large effect size. The program was also effective in enhancing the digital competencies of the study group. The calculated t-value was greater than the tabulated value, and the difference between the means was statistically significant at the level of (a ≤ 0.05), with a large effect size.