Generative Adversarial Networks in Cross-Cultural Preschool Education: Adaptive Curriculum Design and Cultural Sensitivity Evaluation

This study aims to examine incorporating Generative Adversarial Networks (GANs) into the development of culturally relevant preschool curriculum materials. With the help of a mixed methods approach with 217 participants from 14 countries, we applied a conditional GAN framework where cultures were captured through encoding at different layers. Participants achieved satisfactory ratings on the authenticity of cultural representation (M=4.21) and contextual relevance (M=4.17) but struggled with inclusivity regarding the language used (M=3.84). In our modified Extended Technology Acceptance Model, culture moderated the impact of presumed benefits on intended adoption and was found to do so in a significant way (β=0.32), with stark differences on perceptions of acceptance of bordering technologies and ethical employment issues in the region. Educators from East Asia exhibited greater performance expectancy than Western Europeans. In contrast, North American educators displayed greater concern regarding ethical employment issues than Southeast Asian participants. This study uniquely emphasizes the concept and practice of the unapologetic pace of technological advancement and cultural regard towards the orderly integration of artificial intelligence into preschools transcending cultures, as well as the particular attention that must be afforded to the deployment of AI technologies to culture-sensitive design frameworks.