The Impact o f Childcare Te ache rs’ Artificial Intelligence Literacy and Artificial Intelligence Teaching Efficacy on Their Intention to Accept Education Using Artificial Intelligence

To examine the influence of artificial intelligence (AI) literacy of early childhood teachers on the intention to accept AI-based education through AI teaching efficacy, data were collected using a questionnaire consisting of AI literacy, AI teaching efficacy, and intention to accept AI-based education from 217 teachers working at daycare centers in the Daegu and Gyeongbuk regions. The collected data was analyzed using the PROCESS macro model 4 of SPSS 26.0. The main findings are as follows. First, the AI literacy of early childhood teachers had a positive effect on the degree of AI-utilizing education recipients. Second, the AI teaching efficacy of early childhood teachers seemed to have a positive effect on the degree of AI-utilizing education recipients. Third, the AI literacy of early childhood teachers seemed to have a positive effect on the AI fall efficacy. Fourth, the AI literacy of early childhood teachers had a significant direct effect on the intention to accept AI-based education, and at the same time, it had an indirect effect through AI teaching efficacy. This study suggests that systematic support and education are needed to enhance teachers’ AI literacy and teaching efficacy to promote the use of AI in early childhood education.