From Hesitant Beginners to Confident Experts: AI Literacy among Preschool Teachers in Guangxi, China

• In Event: AERA Poster Session Sunday 9:45 am
  In Poster Session: Human and Digital Dimensions of Teacher Learning: Personality, Professional Vision, and AI Integration

Abstract

This study examines AI literacy among early childhood education teachers in Guangxi, China. A culturally adapted AI literacy scale was developed and validated, revealing three factors: Safety, Attitude, and Capability. Latent Profile Analysis identified three teacher profiles—Hesitant Beginners (9.6%), Enthusiastic Practitioners (64.2%), and Confident Experts (26.2%)—highlighting substantial variation. While teachers generally held positive attitudes toward AI, many lacked awareness of safety and capability. Regression analyses showed that education level, experience, kindergarten type, and geographic location significantly predicted AI literacy. These findings point to the need for culturally responsive assessment tools and differentiated professional development to support equitable and effective AI integration in Chinese early childhood education.

Authors

• Xiya Feng, The Education University of Hong Kong

• Xibei Xiong, Guangxi Normal University

• Simin Cao, Shanghai Normal University

• Tianhang Gao, Shanghai Normal University

• Hui Li, The Education University of Hong Kong

• Yukun Xu, Buffalo State - SUNY