2025 ASEE Annual Conference & Exposition

This study explores the evolving role of Artificial Intelligence (AI) in early childhood education, focusing on Azerbaijan, where its integration is still in its nascent stages. This study evaluates the current knowledge of AI among kindergarten teachers in Azerbaijan, identify the obstacles they face, and their perceptions of AI's role in early learning environments. The study offers practical strategies for introducing basic AI concepts to young children. By addressing these gaps, the research hopes to provide valuable insights into how early education can better equip teachers and children for a future shaped by AI. As AI continues to influence the global educational landscape, fostering awareness and foundational skills from a young age is critical, ensuring children are prepared for the digital future. This research addresses two key questions: 1) What are early childhood teachers' perceptions regarding AI in Azerbaijan? 2) What are the kindergarten teachers' suggestions for incorporating AI tools more effectively in the K-school setting? A qualitative method approach was employed. A systematic sample of 16 teachers from different regions of Azerbaijan was selected for semi-structured interviews. The goal was to explore teachers' familiarity with AI concepts, the challenges they face in integrating AI into their classrooms, and their perspectives on how AI could enhance early learning environments. The findings demonstrated the stakeholders’ and teachers’ perspectives on the challenges and opportunities associated with introducing AI into Azerbaijani kindergartens, helping to develop a more comprehensive framework for AI integration. This allows for developing a comprehensive framework for integrating AI education into Azerbaijani kindergartens, aligning with the country's early childhood education standards. Teachers have lacked a foundational understanding of AI, with the majority perceiving technology as the primary means of introducing AI concepts. However, limited access to tools and AI-related training posed significant challenges. Despite these barriers, there is a growing interest among younger teachers in learning and integrating AI into their teaching practices. The study proposes an appropriate framework that does not rely solely on advanced technology but emphasizes AI literacy through unplugged activities and simple tools. This framework meets existing early childhood education standards in Azerbaijan and is designed to be practical for implementation in under-resourced settings. Theoretically, this study contributes to the literature for early education teachers and provides a foundation for further studies in low-technological environments. The research offers a roadmap for educators and policymakers to enhance AI literacy among kindergarten teachers.