SUN'IY INTELLEKTNI PEDAGOGIK TA'LIMGA INTEGRATSIYA
QILISH:MUAMMO VA YECHIMLAR mavzusida xalqaro ilmiy-amaliy anjuman
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THE ROLE AND IMPORTANCE OF THE COMPETENCE OF USING ARTIFICIAL
INTELLIGENCE IN THE TRAINING OF PRESCHOOL EDUCATORS
Najmiddinova Xilola Yokubjanovna
Doctor of Pedagogical Sciences, Professor,
hilolanajmiddinova1304@gmail.com
Doi:
https://doi.org/10.5281/zenodo.15352032
Namangan State Pedagogical Institute
Annotation.
This paper explores the integration of Artificial Intelligence (AI) into early
childhood education by focusing on enhancing preschool teachers’ competencies. As AI tools become
increasingly prevalent in educational settings, it is essential that early childhood educators acquire
the necessary technological literacy, pedagogical strategies, ethical awareness, and critical thinking
skills. The study employs a qualitative research methodology, including literature review, case
studies, and expert interviews, to identify core AI competencies needed in preschool education. The
results demonstrate how these competencies improve teaching effectiveness, promote personalized
learning, and address ethical challenges. The study concludes by proposing a competency-based
framework for AI integration in teacher training programs, contributing to more effective and
responsible use of AI in early childhood classrooms.
Keywords
: artificial intelligence, early childhood education, teacher competencies, ethical AI
use, personalized learning, technological literacy.
Аннотация
.
Данная
статья
посвящена
интеграции
искусственного
интеллекта
(
ИИ
)
в
систему
дошкольного
образования
,
с
акцентом
на
развитие
соответствующих
компетенций
у
воспитателей
.
С
ростом
применения
ИИ
в
образовательной
практике
становится
необходимым
,
чтобы
педагоги
обладали
технической
грамотностью
,
современными
педагогическими
стратегиями
,
осознанием
этических
аспектов
и
навыками
критического
мышления
.
В
исследовании
использованы
методы
качественного
анализа
,
включая
обзор
литературы
,
кейс
-
стади
и
интервью
с
экспертами
.
Результаты
показывают
,
как
развитие
ИИ
-
компетенций
у
педагогов
способствует
повышению
эффективности
обучения
,
персонализации
учебного
процесса
и
решению
этических
вопросов
.
В
завершение
предложена
концептуальная
модель
подготовки
педагогов
,
включающая
интеграцию
ИИ
в
образовательную
практику
.
Ключевые
слова
:
искусственный
интеллект
,
дошкольное
образование
,
педагогические
компетенции
,
этика
ИИ
,
персонализированное
обучение
,
цифровая
грамотность
.
Annotatsiya.
Ushbu maqolada sun’iy intellekt (SI) texnologiyalarining maktabgacha ta’lim
sohasiga integratsiya qilinishi va bu jarayonda tarbiyachilarning kompetensiyalarini rivojlantirish
masalasi o‘rganiladi. Zamonaviy ta’limda SI vositalarining ahamiyati oshib borayotgan bir paytda,
tarbiyachilar texnologik savodxonlik, pedagogik strategiyalar, etik yondashuv va tanqidiy fikrlash
ko‘nikmalariga ega bo‘lishi zarur. Tadqiqot sifatli tahlil usuliga asoslangan bo‘lib, ilmiy adabiyotlar
tahlili, amaliyotda qo‘llangan keyslar va ekspert intervyularini o‘z ichiga oladi. Natijalar shuni
ko‘rsatadiki, SI kompetensiyalarining rivojlanishi ta’lim samaradorligini oshiradi, individual ta’limni
ta’minlaydi va etik muammolarni hal etishda yordam beradi. Maqolada maktabgacha ta’lim
mutaxassislarini tayyorlash uchun SI asosida kompetensiyalarga yo‘naltirilgan metodologik asos
taklif etilgan.
Kalit so‘zlar:
sun’iy intellekt, maktabgacha ta’lim, pedagogik kompetensiyalar, etik
yondashuv, shaxsiylashtirilgan o‘qitish, texnologik savodxonlik.
1. Introduction
The rapid development of Artificial Intelligence (AI) technologies has brought
transformative changes across various sectors, particularly in education. In early childhood education
(ECE), AI applications such as adaptive learning systems, digital storytelling tools, speech
recognition software, and intelligent tutoring systems are reshaping how educators teach and how
SUN'IY INTELLEKTNI PEDAGOGIK TA'LIMGA INTEGRATSIYA
QILISH:MUAMMO VA YECHIMLAR mavzusida xalqaro ilmiy-amaliy anjuman
materiallari. Andijon. 23-25 aprel 2025-yil
adpi.uz
universaljurnal.uz
127
children learn. These tools offer opportunities for personalization, immediate feedback, and enhanced
engagement, but they also require educators to develop new competencies to use them responsibly
and effectively [5].
The integration of AI in early childhood settings must be approached with care. Young children
are highly impressionable and vulnerable, and their exposure to AI should be mediated by educators
who understand both the capabilities and limitations of such tools. Thus, enhancing AI competencies
among early childhood educators is essential. This paper aims to identify these competencies, analyze
their impact on educational practice, and propose a framework for teacher training institutions.
2. Literature Review and Theoretical Framework
Research on AI integration in education
often focuses on secondary and tertiary levels. However, emerging studies underscore the importance
of beginning digital competence development at the preschool stage [3]. Gonzalez [1] emphasizes the
need for ethical awareness when introducing AI into young children's environments, while Nguyen
[2] illustrates how structured AI competency development in Finland improved instructional quality.
The theoretical basis of this study draws on the TPACK (Technological Pedagogical Content
Knowledge) model, adapted for AI integration, and ethical frameworks proposed by UNESCO and
the European Commission. The framework adopted identifies four key domains of AI competency:
(1) Technological Literacy, (2) Pedagogical Integration, (3) Ethical and Safety Considerations, and
(4) Critical Thinking and Media Literacy.
3. Methodology.
This study utilized a qualitative research design, combining three data
collection methods:
·
Literature Review
: Systematic analysis of 40 scholarly articles and policy documents from
2018 to 2023.
·
Case Studies
: Three preschools (two in Uzbekistan, one in Finland) where AI tools were
actively used by trained educators.
·
Expert Interviews
: 15 educators and curriculum developers involved in AI training
initiatives.
Data were analyzed using NVivo for thematic coding. Patterns were identified based on
educator responses, observed student outcomes, and documentation from training programs.
4. Results and Discussion
4.1. Technological Literacy.
Teachers must understand how AI tools work and how they can
be integrated into classroom activities. In our study, 93% of participants initially lacked this
knowledge but showed marked improvement after targeted training. They reported increased
confidence in using tools like speech-to-text applications and personalized learning platforms.
4.2. Pedagogical Integration.
Educators who received training demonstrated a 25–30%
improvement in lesson engagement, measured by observational checklists and student feedback.
Personalized learning using AI (e.g., adaptive storytelling apps) supported differentiated instruction.
For example, children with slower language development showed noticeable progress through AI-
assisted phonics tools.
4.3. Ethical and Safety Considerations.
Most educators acknowledged gaps in their
understanding of data protection and algorithmic bias. The introduction of digital ethics modules
during training improved awareness. However, 40% of participants still expressed uncertainty about
how to apply ethical principles in real-time classroom decisions, suggesting the need for ongoing
professional support.
4.4. Critical Thinking and Media Literacy.
Teachers encouraged students to question AI-
generated content, comparing it with human inputs. This led to improved media literacy skills among
children, as evidenced by their ability to distinguish between different content sources and question
chatbot outputs.
4.5. Overall Framework Impact.
The introduction of a structured competency framework
contributed to measurable improvements in classroom dynamics:
·
Increased student participation by 30%
SUN'IY INTELLEKTNI PEDAGOGIK TA'LIMGA INTEGRATSIYA
QILISH:MUAMMO VA YECHIMLAR mavzusida xalqaro ilmiy-amaliy anjuman
materiallari. Andijon. 23-25 aprel 2025-yil
adpi.uz
universaljurnal.uz
128
·
Earlier identification of learning difficulties
·
Improved differentiation of tasks
5. Challenges.
Despite the promising results, the study identified key challenges:
·
Lack of institutional guidelines for ethical AI usage in ECE
·
Over-reliance on AI tools in lesson planning by some educators
·
Insufficient infrastructure and technical support in certain regions
6. Conclusion.
AI has the potential to revolutionize early childhood education, but only if
educators are equipped with the right competencies. This study presents a practical, ethically
grounded framework for integrating AI into teacher training programs. Future work should focus on
large-scale implementation and longitudinal studies to measure the sustained impact of AI on child
development and educational equity.
References
1.
Gonzalez, M. (2023). The Role of Ethics in AI-based Learning Environments.
Educational Review International
.
2.
Holmes, W., Bialik, M., & Fadel, C. (2019).
Artificial Intelligence in Education:
Promises and Implications for Teaching and Learning.
Center for Curriculum Redesign.
3.
Luckin, R. (2018).
Machine Learning and Human Intelligence: The Future of
Education for the 21st Century.
UCL Institute of Education Press.
4.
Najmiddinova, K. Y. (2021). INFLUENCE OF FAMILY ON THE DEVELOPMENT
OF MATHEMATICAL LITERACY OF CHILDREN. In
Archive of Conferences
(Vol. 13, No. 1, pp.
120-128).
5.
Ng, W. (2018).
New Digital Technology in Education: Conceptualizing AI for
Learning.
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6.
Nguyen, T. (2022). Developing Teacher AI Competency: A Case Study from Finland.
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.
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UNESCO. (2021).
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