www.learningsummit.eu 29 implementation and effectiveness. The findings underscore the necessity for sustained engagement and strategic educational interventions to achieve gender parity in STEAM, suggesting a scalable model for broader European and global adaptation. Saturday 14th September, 13.00-14.15 Session 8: Technology Integration in Education Artificial Intelligence in Kindergarten: A Qualitative Exploration of Teachers’ Experiences Nikleia Eteokleous1, Maria Efstratopoulou2, Eleana Charalambous3, Raphaela Neophytou4, Theodora Patsalidou5 and Jehan Abdulla6 1. Frederick University, Limassol, Cyprus 2. United Arab Emirates University, Emirates 3. United Arab Emirates University, Emirates 4. Frederick University, Limassol, Cyprus 5. Frederick University, Limassol, Cyprus 6. United Arab Emirates University, Emirates Within the field of Early Childhood Education (ECE), where the focus lies on fostering development through play and exploration, the potential applications of Artificial Intelligence (AI) tools present a unique area of inquiry. This case study aims to evaluate the effectiveness of professional development training, exploring further integration of AI tools within their teaching and learning practices. Specifically, the study delves into the experiences and perspectives of kindergarten teachers regarding the use of AI in their ECE classrooms. This qualitative research employed a two-faced approach. During the first phase, ten (10) kindergarten teachers participated in an intensive one-day professional development training to introduce them to various AI tools specifically chosen for their applicability in ECE and their pedagogical and administrative use in ECE. Following the training, four (4) teachers participated in semi-structured interviews. The interview questions focused on five key categories: 1) their perceived needs for future AI training programs, 2) their feedback on the training they received, including strengths and areas for improvement, 3) how they envisioned utilizing the newly acquired knowledge about AI tools to enhance their teaching practices and student learning experiences, 4) their thoughts on the potential benefits and considerations of using AI tools to support the inclusion and learning of children with special needs in the kindergarten classroom, and 5) their desired future training opportunities related to AI technologies. The research findings contribute to the ongoing dialogue about AI integration in early childhood education by providing valuable insights directly from educators on the ground. By understanding teachers’ needs, perspectives, and experiences, we can develop pedagogical frameworks, effective training programs, and appropriate educational resources to facilitate AI's responsible and impactful use in promoting positive learning outcomes for all kindergarten students.
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