How AI-enhanced learning activities contribute to digital literacy in pre-service pre-school teachers

Abstract

Introduction This study examined the contribution of AI enhanced learning activities to the digital literacy of preservice early childhood education student teachers. Methods A quantitative post-intervention explanatory design was used involving 212 Early Childhood Education students at a university in Jiangxi Province, China, who participated in AI-enhanced learning activities for one semester. Data were collected through a structured questionnaire and analyzed using descriptive statistics, Pearson's correlation, and SEMPLS. Results Students demonstrated a moderate level of digital literacy, with information usage and organization showing the highest scores, while metacognition and problem-solving were relatively lower. Engagement in AI-enhanced learning activities was positively and significantly related to all dimensions of digital literacy. SEM results further showed that AI-enhanced learning activities made a significant positive contribution to overall digital literacy. Discussion These findings suggest that integrating AI enhanced learning activities into pre-service teacher education may support the development of student teachers' digital literacy and better prepare them to integrate AI meaningfully in early childhood settings.