The Effect of Pre-early Childhood Teacher's Artificial Intelligence Utilization Awareness and Science Teaching Attitude on Acceptance Intention of Artificial Intelligence Utilization Education

The purpose of this study was to determine whether pre-early childhood teachers’ science teaching attitude mediated the relationship in which their artificial intelligence utilization awareness affected the acceptance intention of artificial intelligence utilization education. An online survey targeting 134 pre-early childhood teachers was conducted. SPSS 27.0 and Process Macro 3.5 were used to conduct descriptive statistical analysis, correlation, and Process Macro model 4. The results of the study showed that the science teaching attitude of pre-early childhood teachers mediated the relationship between their artificial intelligence utilization awareness and the acceptance intention of artificial intelligence utilization education. Positive perception of AI utilization in early childhood education and science teaching attitude were important for pre-early childhood teachers’ active education acceptance of AI utilization. The study results suggest that providing an opportunity to use AI in the curriculum of pre-early childhood teachers’ science education is necessary to improve the awareness of AI utilization and attitudes toward science teaching.