Xinran Ma1, Yingnan Zhang2, Yuqing Wang1, Xiaoyue Hu1, Deming Li1,*
1School of Education, Jilin International Studies University, Changchun 130117, Jilin, China.
2Changchun Zhongxin Experimental School of Northeast Normal University, Changchun 130117, Jilin, China.
*Corresponding author: Deming Li
Abstract
With the deep integration of AI technology in the field of education, AI learning for preschool teachers has become a key link in promoting the digital transformation of preschool education. By reviewing relevant literature, this paper systematically constructs an analytical framework for the influencing factors of preschool teachers' AI learning based on the four core dimensions of the socio-technical system theory-individual perception, technology acceptance, structural relationship, and task goal. The research finds that at the individual perception level, achievement motivation, professional identity, and technological self-efficacy are the core internal driving forces, at the technology acceptance level, perceived usefulness and perceived ease of use affect teachers' acceptance of AI, at the structural relationship level, support from kindergartens, collaboration among colleagues, and policy guidance constitute multi-level environmental factors, at the task goal level, the interweaving of professional development needs and teaching practice requirements drives AI learning. Based on this, this study puts forward corresponding policy suggestions to provide theoretical support and practical guidance for promoting preschool teachers' AI learning and improving the quality of preschool education.
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How to cite this paper
The Influence Mechanism of AI Learning on Early Childhood Teachers: A Perspective of Social Technical System Theory
How to cite this paper: Xinran Ma, Yingnan Zhang, Yuqing Wang, Xiaoyue Hu, Deming Li. (2025) The Influence Mechanism of AI Learning on Early Childhood Teachers: A Perspective of Social Technical System Theory. Journal of Humanities, Arts and Social Science, 9(6), 1169-1173.
DOI: http://dx.doi.org/10.26855/jhass.2025.06.020