Đánh giá của giáo viên mầm non về các yếu tố liên quan đến ứng dụng trí tuệ nhân tạo: Nghiên cứu tại các trường mầm non thực hành thuộc Trường Cao đẳng Sư phạm Trung ương

Tóm tắt

Amidst digital transformation and the rapid advancement of artificial intelligence (AI), enhancing the AI application capabilities of preschool teachers has become a priority to support the innovation of childcare and educational practices. This study surveyed 108 teachers from laboratory preschools affiliated with the National College for Education regarding factors influencing their AI application, focusing on four categories:
(1) teacher-related factors; (2) professional training and development; (3) school management and environment; and (4) technology and professional support. The findings indicate that teachers possess a positive mindset and awareness regarding AI's supportive role; however, their confidence in mastering and applying AI was rated lower. Factors such as training content tailored to the specific needs of early childhood education, hands-on training, administrative encouragement, and psychological safety were viewed relatively positively, whereas equipment, Internet access, and—notably—access to paid AI accounts remained limited. The results suggest a need to simultaneously address individual, professional, organizational, and technological factors when supporting preschool teachers in AI application. However, as the data relied primarily on self-assessments and descriptive analysis, the study does not aim to-nor does it provide sufficient grounds to determine the extent of influence or causal relationships between these factors and AI application capabilities.