Factors Affecting Early Childhood Teachers’ Adoption of Applications of Artificial Intelligence Tools in Adaptive Education

Abstract

This research aims to explore the forces and factors influencing early childhood teachers’ adoption of applications of artificial intelligence tools in adaptive education, in light of the rapid digital transformations taking place in the educational sector. Adaptive education is one of the modern trends that seeks to take into account individual differences among learners by designing flexible educational experiences that adapt to the child’s needs, abilities, and learning speed.

The study relied on the descriptive analytical approach to analyze the factors influencing the adoption of these technologies among early childhood teachers, through a review of modern educational literature and theoretical models related to the adoption of educational technology, such as the Diffusion of Innovations Theory, Technology Acceptance Model. The study focused on a group of main factors, the most prominent of which are the technological factors related to the digital structure and the availability of smart platforms, and the human factors related to teachers’ attitudes and digital competence, in addition to the institutional factors related to administrative support and educational policies, and the social and cultural factors related to the awareness of society and parents. The importance of artificial intelligence in education.

The results of the study showed that early childhood teachers’ adoption of artificial intelligence applications in adaptive education is greatly influenced by the availability of specialized professional training, the level of digital competence of teachers, and the institutional support provided by educational institutions. It has also been shown that teachers’ awareness of the educational benefits expected from using artificial intelligence, such as improving children’s individual learning and enhancing learning motivation, represents a crucial factor in promoting the adoption of these technologies.

In light of these results, the study recommends the necessity of developing specialized training programs for early childhood teachers in the field of educational artificial intelligence, strengthening the digital infrastructure in educational institutions, in addition to integrating adaptive education applications into curricula and educational programs in a way that contributes to improving the quality of learning outcomes in the early childhood stage.