The main goal of this study was to explore the effects of pre-service early childhood teachers' digital literacy and self-efficacy on their perception of AI education for young children.

Methods: The study conducted a survey of 212 pre-service early childhood teachers at two universities in the eastern United States. Data were analyzed using descriptive statistics, correlation analysis, and hierarchical multiple regression.

Key Findings:

• Pre-service teachers had high critical thinking but low problem-solving skills among digital literacy sub-factors.
• There was a positive correlation between digital literacy, self-efficacy, and perception of AI education for young children.
• Technical application, learning interaction, and problem-solving skills, along with teachers' self-efficacy, significantly affected the perception of AI education for young children.

Implications: The findings suggest the need to develop pre-service teacher education programs that improve digital literacy and self-efficacy to guide early childhood teachers in using AI technology effectively with young children.

Limitations: The study was limited to two universities in the eastern U.S. and lacked qualitative data for a deeper understanding of pre-service teachers' perceptions.

Future Directions: Future research should include broader sampling, in-depth qualitative analysis, and examination of developmental differences between pre-service and in-service teachers.

Title and Authors: "The effects of pre-service early childhood teachers' digital literacy and self-efficacy on their perception of AI education for young children" by Eun Mee Lim

Published On: March 22, 2023

Published By: Education and Information Technologies