Attitudes of administrators and teachers working in preschool education institutions toward artificial intelligence (AI)

Abstract

This study examines the attitudes of administrators and teachers working in preschool education institutions toward artificial intelligence (AI). The research was conducted in Sakarya Province using a descriptive survey model. The findings reveal that social perceptions and educational policies significantly shape educators’ attitudes toward AI. It is particularly important for school administrators to adopt a supportive approach to technology and encourage teachers to engage with it.