This study examines the attitudes of kindergarten teachers in the Arab society of Northern Israel’s Triangle region (the Palestinian interior) toward integrating artificial intelligence (AI) applications into effective early childhood education. The focus is placed on assessing teachers’ skills in utilizing these technologies, analyzing related data, and evaluating the availability of supportive infrastructure for successful technological integration. The study adopted a descriptive survey method, with data collected from a purposive sample of 70 teachers, representing a population of 486 teachers in the Northern Triangle region. A questionnaire was employed, divided into three main dimensions: AI strategy, AI data, and infrastructure.
The findings revealed generally positive attitudes toward the use of AI applications, with statistically significant differences in the data dimension according to academic qualification and years of experience. Teachers holding a master’s degree or higher, as well as those with ten or more years of experience, outperformed bachelor’s degree holders and less experienced teachers in skills related to data analysis and its application in digital education. However, no significant differences were recorded in the strategy and infrastructure dimensions, reflecting the shared impact of institutional and training factors.
The study concludes with recommendations to strengthen the digital infrastructure in early childhood education institutions and to provide specialized training programs for teachers to enhance their ability to employ AI technologies. It also emphasizes the importance of developing digital data analysis skills as a key factor in improving effective educational outcomes in early childhood settings.