Artificial Intelligence and Its Role in Developing Scientific Concepts for Preschool Children from the Perspective of Kindergarten Teachers

Abstract

The study aimed to identify the role of artificial intelligence in developing scientific concepts for preschool children from the perspective of kindergarten teachers. The researcher used the descriptive approach due to its suitability for the research objectives and questions. The research population consisted of (124) female teachers from public and private kindergartens affiliated with the General Directorate of Education in Wasit – Al-Aziziya  Education Department. The research sample was selected randomly and consisted of (36) female teachers from both public and private kindergartens. The researcher prepared a questionnaire to measure the role of artificial intelligence in developing scientific concepts, consisting of (33) items distributed across four components. Statistical analysis was conducted to determine the validity and reliability of the instrument. The results indicated high levels in the role of artificial intelligence in developing scientific concepts, its utilization, and its advantages in science learning. Furthermore, the study revealed real and tangible obstacles facing the application of artificial intelligence in kindergartens, including material and technical barriers (lack of devices and high costs), followed by human barriers (lack of training and technical support). The study recommended the necessity of focusing on the professional and technological preparation of kindergarten teachers to provide them with training skills in imparting scientific concepts and preparing a generation that can cope with the requirements and changes of the era.