Artificial intelligence through the eyes of preservice child development students: perceived opportunities and concerns

The proliferation of artificial intelligence (AI) technology has sparked significant debates in professions that require direct human interaction. The purpose of this study is to examine undergraduate students’ (from Child Development programs in İstanbul, Türkiye) perceptions of AI. The research used a qualitative design, and data were collected through semi-structured individual interviews. The participants consisted of 13 third- and fourth-year undergraduate students in child development. The data were analyzed using a thematic analysis, which revealed that participants’ perceptions were categorized into six main themes: emotional reactions toward AI, transformation of professional identity, children’s socio-emotional development, ethics and security, interventions to protect children, and normative evaluations of AI. Findings indicate that while AI is perceived as a tool that could facilitate professional practices, it also raises concerns regarding professional threats and devaluation. Regarding children’s socio-emotional development, participants largely evaluated AI within a risk framework, emphasizing the potential for over-attachment and social isolation. Regarding the ethical dimension, perceptions of issues such as data privacy and bias varied among participants. Overall, the findings reveal that child development students’ perceptions of AI are shaped by professional concerns and child-centered protective attitudes.