Integrating AI in Preschool Teacher Education: The Mediating Role of Self-Efficacy in Health Education and the Moderating Effect of Technological Proficiency
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| Title: | Integrating AI in Preschool Teacher Education: The Mediating Role of Self-Efficacy in Health Education and the Moderating Effect of Technological Proficiency |
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| Language: | English |
| Authors: | Qian Wang (ORCID |
| Source: | Journal of Baltic Science Education. 2025 24(4):721-741. |
| Availability: | Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Preschool Teachers, Technological Literacy, Self Efficacy, Health Education, Early Childhood Education, Foreign Countries, Teacher Education Programs, Faculty Development, Teacher Attitudes, Teacher Characteristics |
| Geographic Terms: | China |
| ISSN: | 1648-3898 2538-7138 |
| Abstract: | Artificial Intelligence (AI) has the potential to transform preschool teacher education, particularly in the domain of health education, yet its effective integration remains underexplored in socioeconomically diverse regions. Understanding the psychological and technical factors that influence AI adoption is essential for improving early childhood education outcomes. This study examines the mediating role of self-efficacy and the moderating effect of technological proficiency in the relationship between AI integration and teaching effectiveness among preschool teachers. A mixed-methods approach was employed, involving 475 preschool teachers from Henan Province, China. Data were gathered using validated survey instruments and semi-structured interviews. The results revealed that AI integration positively influences teaching effectiveness, primarily through increased teacher confidence. Technological proficiency also plays a supporting role in enhancing instructional effectiveness. These findings highlight the importance of targeted training, equitable access to AI tools, and professional development programs that foster teacher readiness and confidence in adopting AI into early childhood education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482066 |
| Database: | ERIC |
| Abstract: | Artificial Intelligence (AI) has the potential to transform preschool teacher education, particularly in the domain of health education, yet its effective integration remains underexplored in socioeconomically diverse regions. Understanding the psychological and technical factors that influence AI adoption is essential for improving early childhood education outcomes. This study examines the mediating role of self-efficacy and the moderating effect of technological proficiency in the relationship between AI integration and teaching effectiveness among preschool teachers. A mixed-methods approach was employed, involving 475 preschool teachers from Henan Province, China. Data were gathered using validated survey instruments and semi-structured interviews. The results revealed that AI integration positively influences teaching effectiveness, primarily through increased teacher confidence. Technological proficiency also plays a supporting role in enhancing instructional effectiveness. These findings highlight the importance of targeted training, equitable access to AI tools, and professional development programs that foster teacher readiness and confidence in adopting AI into early childhood education. |
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| ISSN: | 1648-3898 2538-7138 |
