Preschool teachers’ attitudes toward artificial intelligence in Türkiye: a cross-regional study
EDUCATION AND INFORMATION TECHNOLOGIES, cilt.1, sa.1, ss.1-16, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 1 Sayı: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s10639-026-14122-w
- Dergi Adı: EDUCATION AND INFORMATION TECHNOLOGIES
- Derginin Tarandığı İndeksler: Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Scopus, Agricultural & Environmental Science Database, Social Sciences Citation Index (SSCI), IBZ Online, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, EBSCO Education Source
- Sayfa Sayıları: ss.1-16
- Dokuz Eylül Üniversitesi Adresli: Evet
Özet
This cross-regional study explores preschool teachers’ attitudes toward artificial intelligence (AI) in Türkiye, focusing on their attitudes perceptions, and openness to AI integration in early childhood education. Drawing on data from 405 teachers across all seven geographical regions of Türkiye, the study employed a demographically diverse sample whose gender distribution closely reflects national statistics. Data were collected using a demographic questionnaire and the General Attitude Scale Toward Artificial Intelligence. In this study, the relationships between demographic variables and behavioral factors (AI usage and AI-related training) were examined using correlation analysis, and the findings were interpreted within a relational rather than a causal framework. Findings indicate that preschool teachers generally hold positive attitudes toward AI, particularly recognizing its educational benefits and potential to improve daily life. However, some reservations persist regarding ethical concerns and the preference for human interaction in early learning settings. Statistical analyses revealed significant differences in attitudes based on factors such as education level, region, professional experience, type of institution, digital technology competence, daily internet use, and taking educational technology courses. Younger teachers and those with higher digital competence or frequent use of AI tools demonstrated more favorable perceptions. It is understood that examining only demographic factors is not sufficient; when behavioral factors (such as internet and technology use and participation in training) are also analyzed and evaluated in relation to demographic variables, the factors influencing AI attitudes can be identified more reliably. This, in turn, strengthens the validity and robustness of the study’s findings. These results suggest that while early childhood educators are open to adopting AI technologies, targeted professional development and equitable access to technological resources are essential to support effective implementation. Implications for policy, teacher training, and future research are discussed.