Examining the Implementation of Artificial Intelligence in Early Childhood Education Settings in Ghana: Educators’ Attitudes and Perceptions towards Its Long-Term Viability


  • Mohammed Awudu Salaam College of Distance Education, University of Cape Coast, Ghana




Artificial Intelligence, Attitudes, Early Childhood Education, Educators, Implementation, Integration, Long-Term, Viability, Perceptions


Artificial Intelligence (AI) has witnessed significant advancements in recent years, with potential applications in various sectors, including education. Early childhood education (ECE) is a critical stage that lays the foundation for a child’s future development and learning. This study aims to explore the attitudes and perceptions of educators in Ghana towards implementing AI in ECE settings, focusing on its long-term viability. The research employs a qualitative approach, utilising interviews and focus group discussions to gather data from educators in selected ECE settings across four (4) early childhood settings in Ghana. The study investigates eight (8) educators’ experiences, concerns, and expectations regarding integrating AI technologies into their teaching practices. It explores the factors influencing their attitudes towards AI, including familiarity with the technology, pedagogical beliefs, cultural context, and training opportunities. Preliminary findings indicate a diverse range of perspectives among educators towards AI implementation in ECE settings. Some educators perceive AI as promising for enhancing teaching and learning experiences, providing personalised instruction, and facilitating early childhood development. They recognise the potential benefits of AI in supporting cognitive, social, and emotional growth among young learners. Concerns are expressed regarding the implications of AI on human interaction, child privacy, and the role of educators in fostering holistic development. This study contributes to the emerging field of AI in education by examining the context of ECE in Ghana. The findings informed policymakers, educational institutions, and AI developers about the perceptions and concerns of educators, ultimately guiding the development and implementation of AI technologies in a manner that aligns with the needs and aspirations of the Ghanaian ECE community.


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How to Cite

Mohammed, A. S. (2023). Examining the Implementation of Artificial Intelligence in Early Childhood Education Settings in Ghana: Educators’ Attitudes and Perceptions towards Its Long-Term Viability. American Journal of Education and Technology, 2(4), 36–49. https://doi.org/10.54536/ajet.v2i4.2201