BOARD #478: Integrating AI Literacy into Early Childhood Education: Exploring Female Teachers’ Perceptions and Challenges in Developing Nations

Aysel Guliyeva; Ibrahim H. Yeter

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education
Tagged Division: Pre-College Engineering Education Division (PCEE)
Page Count: 9
Permanent URL: https://peer.asee.org/55995

Paper Authors

biography

Aysel Guliyeva The Institute of Education of the Republic of Azerbaijan

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Aysel Guliyeva is a specialist at the Institute of Education of the Republic of Azerbaijan. She is currently working on the integration of artificial intelligence literacy into early childhood education, with a focus on exploring female teachers’ perceptions and the challenges they face in developing nations. Her work includes designing research-based tools and strategies to support teachers in incorporating AI concepts into early learning environments.

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biography

Ibrahim H. Yeter Nanyang Technological University orcid.org/0000-0002-0175-2306

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Ibrahim H. Yeter, Ph.D., is an Assistant Professor at the National Institute of Education (NIE) at Nanyang Technological University (NTU) in Singapore. He is an affiliated faculty member of the NTU Centre for Research and Development in Learning (CRADLE) and the NTU Institute for Science and Technology for Humanity (NISTH). Dr. Yeter serves as the Director of the World MOON Project and holds editorial roles as Associate Editor of the IEEE Transactions on Education and Editorial Board Member for the Journal of Research and Practice in Technology Enhanced Learning. He is also the upcoming Program Chair-Elect of the PCEE Division at ASEE. His current research interests include STEM+C education, specifically artificial intelligence literacy, computational thinking, and engineering.

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Abstract

This study explores the evolving role of Artificial Intelligence (AI) in early childhood education, focusing on Azerbaijan, where its integration is still in its nascent stages. This study evaluates the current knowledge of AI among kindergarten teachers in Azerbaijan, identify the obstacles they face, and their perceptions of AI's role in early learning environments. The study offers practical strategies for introducing basic AI concepts to young children. By addressing these gaps, the research hopes to provide valuable insights into how early education can better equip teachers and children for a future shaped by AI. As AI continues to influence the global educational landscape, fostering awareness and foundational skills from a young age is critical, ensuring children are prepared for the digital future. This research addresses two key questions: 1) What are early childhood teachers' perceptions regarding AI in Azerbaijan? 2) What are the kindergarten teachers' suggestions for incorporating AI tools more effectively in the K-school setting? A qualitative method approach was employed. A systematic sample of 16 teachers from different regions of Azerbaijan was selected for semi-structured interviews. The goal was to explore teachers' familiarity with AI concepts, the challenges they face in integrating AI into their classrooms, and their perspectives on how AI could enhance early learning environments. The findings demonstrated the stakeholders’ and teachers’ perspectives on the challenges and opportunities associated with introducing AI into Azerbaijani kindergartens, helping to develop a more comprehensive framework for AI integration. This allows for developing a comprehensive framework for integrating AI education into Azerbaijani kindergartens, aligning with the country's early childhood education standards. Teachers have lacked a foundational understanding of AI, with the majority perceiving technology as the primary means of introducing AI concepts. However, limited access to tools and AI-related training posed significant challenges. Despite these barriers, there is a growing interest among younger teachers in learning and integrating AI into their teaching practices. The study proposes an appropriate framework that does not rely solely on advanced technology but emphasizes AI literacy through unplugged activities and simple tools. This framework meets existing early childhood education standards in Azerbaijan and is designed to be practical for implementation in under-resourced settings. Theoretically, this study contributes to the literature for early education teachers and provides a foundation for further studies in low-technological environments. The research offers a roadmap for educators and policymakers to enhance AI literacy among kindergarten teachers.

Citation
Format

Guliyeva, A., & Yeter, I. H. (2025, June), BOARD #478: Integrating AI Literacy into Early Childhood Education: Exploring Female Teachers’ Perceptions and Challenges in Developing Nations Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/55995

TY - CPAPER
AB - This study explores the evolving role of Artificial Intelligence (AI) in early childhood education, focusing on Azerbaijan, where its integration is still in its nascent stages. This study evaluates the current knowledge of AI among kindergarten teachers in Azerbaijan, identify the obstacles they face, and their perceptions of AI&#39;s role in early learning environments. The study offers practical strategies for introducing basic AI concepts to young children. By addressing these gaps, the research hopes to provide valuable insights into how early education can better equip teachers and children for a future shaped by AI. As AI continues to influence the global educational landscape, fostering awareness and foundational skills from a young age is critical, ensuring children are prepared for the digital future. This research addresses two key questions: 1) What are early childhood teachers&#39; perceptions regarding AI in Azerbaijan? 2) What are the kindergarten teachers&#39; suggestions for incorporating AI tools more effectively in the K-school setting? A qualitative method approach was employed. A systematic sample of 16 teachers from different regions of Azerbaijan was selected for semi-structured interviews. The goal was to explore teachers&#39; familiarity with AI concepts, the challenges they face in integrating AI into their classrooms, and their perspectives on how AI could enhance early learning environments. The findings demonstrated the stakeholders’ and teachers’ perspectives on the challenges and opportunities associated with introducing AI into Azerbaijani kindergartens, helping to develop a more comprehensive framework for AI integration. This allows for developing a comprehensive framework for integrating AI education into Azerbaijani kindergartens, aligning with the country&#39;s early childhood education standards. Teachers have lacked a foundational understanding of AI, with the majority perceiving technology as the primary means of introducing AI concepts. However, limited access to tools and AI-related training posed significant challenges. Despite these barriers, there is a growing interest among younger teachers in learning and integrating AI into their teaching practices. The study proposes an appropriate framework that does not rely solely on advanced technology but emphasizes AI literacy through unplugged activities and simple tools. This framework meets existing early childhood education standards in Azerbaijan and is designed to be practical for implementation in under-resourced settings. Theoretically, this study contributes to the literature for early education teachers and provides a foundation for further studies in low-technological environments. The research offers a roadmap for educators and policymakers to enhance AI literacy among kindergarten teachers.
AU - Aysel Guliyeva
AU - Ibrahim H. Yeter
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - BOARD #478: Integrating AI Literacy into Early Childhood Education: Exploring Female Teachers’ Perceptions and Challenges in Developing Nations
UR - https://peer.asee.org/55995
ER -