AI Literacy Development Among Pre-service Preschool Teachers in Private College: Current Status and Strategies

The rapid development of artificial intelligence (AI) technology has brought profound changes to the education sector. However, fostering AI literacy among pre-service preschool teachers in private colleges remains underexplored, with a lack of targeted strategies and reliable measurements. This study investigates AI literacy among senior students majoring in preschool education at a private college in Shanghai. A questionnaire survey was administered to examine their performance across key AI literacy dimensions. Results revealed low scores and high variability in the “connected knowledge system” dimension. Additionally, gender and AI usage duration were identified as influential factors affecting certain dimensions. Based on these findings, the study proposes evidence-based strategies, including curriculum optimization, gender equity promotion, practical learning opportunities, and systematic training programs, to enhance the AI literacy of pre-service preschool teachers. These results contribute to improving talent cultivation in preschool education and offer a theoretical framework for addressing AI literacy development in private colleges.