Artificial Intelligence (AI)-Driven Curriculum Development in Early Childhood Education: Educators' Insights, Barriers, and Policy Pathways

Abstract

The integration of Artificial Intelligence (AI) in early childhood education (ECE) has gained global attention for its potential to enhance personalized learning and inclusivity. However, challenges such as teacher preparedness, infrastructure limitations, and ethical concerns hinder its effective implementation, particularly in developing contexts. This study explores the perceptions of educators regarding AI-driven curriculum development in ECE, identifies challenges and opportunities, and assesses the effectiveness of AI-based learning models. A qualitative research approach was used, involving semi-structured interviews and focus group discussions with 20 educators from two districts of Lahore, Pakistan. Data were analyzed using thematic analysis. Findings indicate that AI enhances engagement, supports personalized learning, and benefits children with special needs. However, infrastructure gaps and lack of teacher training remain major barriers. The study recommends capacity-building programs for educators, policy frameworks for ethical AI adoption, and investment in digital infrastructure to ensure equitable access to AI-driven education.