Document Type

Article

Publication Date

2025

DOI

10.1080/10901027.2025.2552973

Publication Title

Journal of Early Childhood Teacher Education

Volume

Advance online publication

Pages

17 pp.

Abstract

Recently, the focus on emerging AI in early childhood education has predominantly centered around the technological aspects of AI integration. However, it is critical to support all children from diverse backgrounds while applying AI in early childhood settings. A substantial body of literature emphasizes the importance of culturally responsive pedagogy, especially for children from diverse backgrounds. Despite the necessity for culturally responsive pedagogy among educators, most of the AI studies focus on users’ attitudes toward AI and its impact on task performance, but studies and concerns regarding the incorporation of AI remain less unexplored. This study endeavors to address this need by designing a culturally responsive AI module tailored for preservice teachers to equip them with the necessary skills to create culturally responsive classrooms while enhancing their AI literacy. The benefits of AI underline the potential of the technology as a valuable learning tool for students, while its limitations and challenges show a need for research into how AI can be effectively integrated into the teaching and learning process.

Rights

© 2025 The Authors

This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the accepted manuscript in a repository by the authors or with their consent.

ORCID

0000-0003-1087-3713 (Yu)

Original Publication Citation

Li, X., & Yu, S. (2025). Culturally responsive AI module in early childhood teacher education: An action research. Journal of Early Childhood Teacher Education. Advance online publication. https://doi.org/10.1080/10901027.2025.2552973

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