Exploring the Role of AI Tools in Pre-Service Early Childhood Teacher Training: Perceptions, Challenges, and Future Directions

This study adopts a mixed-methods approach to explore the usage patterns of AI tools among 107 pre-service early childhood (ECE) teachers through a questionnaire survey and open-ended responses from 8 participants. The findings show that pre-service ECE teachers primarily use AI tools for course-related tasks, while its practical application in hands-on teaching remains limited. Additionally, they hold a positive yet critical attitude toward AI tools, viewing it as a complement rather than a replacement for traditional teaching. Further analysis indicates a shift in teachers' expectations toward profession-specific applications. These findings suggest a need to integrate AI-related pedagogical training into teacher preparation programs, encouraging more practical and meaningful use of AI tools in early childhood settings.