INTEGRATING AI IN PRESCHOOL TEACHER EDUCATION: THE MEDIATING ROLE OF SELF-EFFICACY IN HEALTH EDUCATION AND THE MODERATING EFFECT OF TECHNOLOGICAL PROFICIENCY

Qian Wang; Qingyun Li; Xinmian Cui; Yanfei Xu; Nina Wang; Mengyan Wang

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INTEGRATING AI IN PRESCHOOL TEACHER EDUCATION: THE MEDIATING ROLE OF SELF-EFFICACY IN HEALTH EDUCATION AND THE MODERATING EFFECT OF TECHNOLOGICAL PROFICIENCY

Title	INTEGRATING AI IN PRESCHOOL TEACHER EDUCATION: THE MEDIATING ROLE OF SELF-EFFICACY IN HEALTH EDUCATION AND THE MODERATING EFFECT OF TECHNOLOGICAL PROFICIENCY
Publication Type	Journal Article
Year of Publication	2025
Authors	Wang, Q, Li, Q, Cui, X, Xu, Y, Wang, N, Wang, M
Journal	Journal of Baltic Science Education
Volume	24
Issue	4
Start Page	721-741
Pagination	continuous
Date Published	August/2025
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	AI integration in education, preschool teacher training, self-efficacy, teaching effectiveness, technological proficiency
Abstract	Artificial Intelligence (AI) has the potential to transform preschool teacher education, particularly in the domain of health education, yet its effective integration remains underexplored in socioeconomically diverse regions. Understanding the psychological and technical factors that influence AI adoption is essential for improving early childhood education outcomes. This study examines the mediating role of self-efficacy and the moderating effect of technological proficiency in the relationship between AI integration and teaching effectiveness among preschool teachers. A mixed-methods approach was employed, involving 475 preschool teachers from Henan Province, China. Data were gathered using validated survey instruments and semi-structured interviews. The results revealed that AI integration positively influences teaching effectiveness, primarily through increased teacher confidence. Technological proficiency also plays a supporting role in enhancing instructional effectiveness. These findings highlight the importance of targeted training, equitable access to AI tools, and professional development programs that foster teacher readiness and confidence in adopting AI into early childhood education.
URL	https://journals.indexcopernicus.com/search/article?articleId=4575707
DOI	10.33225/jbse/25.24.721
Refereed Designation	Refereed
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