Early Childhood Teachers and Artificial Intelligence (AI): A Systematic Review of South Korean and International Studies
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This literature review study aims to provide a comprehensive and comparative analysis of the current state of research on early childhood teachers and AI by reviewing 45 studies. Research methodologies, participant characteristics, and key topics in South Korea and international studies were explored through a comparative examination. This study reveals that while South Korea initiated research on AI in early childhood education earlier than other countries, the global research landscape has since expanded rapidly. Most studies focus on early childhood teachers' perceptions, attitudes, and AI competencies, with particular emphasis on the factors influencing the implementation of AI in educational settings. This study highlights gaps in empirical, practice-oriented research aimed at developing AI education programs for early childhood teachers and supporting their AI integration in classrooms. It also underscores the need for a balanced research approach to provide a comprehensive understanding of AI integration, while addressing how early childhood teachers are represented and positioned within this growing body of research.
Abstract
This literature review study aims to provide a comprehensive and comparative analysis of the current state of research on early childhood teachers and AI by reviewing 45 studies. Research methodologies, participant characteristics, and key topics in South Korea and international studies were explored through a comparative examination. This study reveals that while South Korea initiated research on AI in early childhood education earlier than other countries, the global research landscape has since expanded rapidly. Most studies focus on early childhood teachers' perceptions, attitudes, and AI competencies, with particular emphasis on the factors influencing the implementation of AI in educational settings. This study highlights gaps in empirical, practice-oriented research aimed at developing AI education programs for early childhood teachers and supporting their AI integration in classrooms. It also underscores the need for a balanced research approach to provide a comprehensive understanding of AI integration, while addressing how early childhood teachers are represented and positioned within this growing body of research.