AI Literacy among Chinese Preschool Teachers: Empirical Status, Barriers and Cultivation Strategies

Abstract

The transformative rise of artificial intelligence (AI) is propelling education systems into a new era, yet empirical research on AI literacy among preschool teachers remains scarce, particularly in China. This study investigates the current status, obstacles, and cultivation strategies for AI literacy among Chinese preschool teachers through a three-dimensional framework encompassing AI Knowledge, AI Ability, and AI Awareness. Using a mixed-methods sequential explanatory design, we collected data from 152 preschool teachers through stratified random sampling across eastern, central, and western regions of China, ensuring representation from both public and private institutions. The quantitative phase employed a validated questionnaire (Cronbach's α=0.93), while the qualitative phase involved in-depth interviews with 16 purposively selected participants. Results reveal that teachers' overall AI literacy is moderate, with self-reported awareness (M=3.44) surpassing both technical knowledge (M=3.34) and application ability (M=3.28). Notable gaps are found in technical knowledge application and system understanding. A "degree-inverse phenomenon" emerged: teachers with postgraduate qualifications reported lower AI literacy than their peers, attributed to limited practical exposure and heightened critical standards. Public-private disparities and gender differences further exacerbate inequities. Multi-level barriers include policy ambiguity at the macro level, insufficient institutional support and theory-heavy training at the organizational level, and entrenched reliance on traditional pedagogies at the individual level. Addressing these challenges requires systemic, multi-tiered strategies, including establishing national AI literacy standards tailored to preschool education, implementing dynamic monitoring systems, providing sustained institutional resources and hands-on professional development, and ensuring equitable access that values both technical competencies and ethical awareness.