유아교사의 AI 활용 경험: 딜레마와 실천 전략 = Early Childhood Teachers’ Experiences with AI Utilization : Dilemmas and Practical Strategies

다국어 초록 (Multilingual Abstract)

This study explored the dilemmas experienced by early childhood teachers when utilizing artificial intelligence (AI) in educational settings and identifies practical strategies to address them, using qualitative research methods. In-depth interviews were conducted with six early childhood teachers currently working at kindergartens and daycare centers in the Seoul area, all of whom expressed a willingness to integrate AI into their teaching practices. The findings revealed that teachers encountered various dilemmas across four dimensions: technical, educational, ethical, and practical. While they acknowledged AI’s usefulness in enhancing work efficiency and convenience, they also expressed concerns about technical limitations, conflicts with educational values, and the redefinition of the teacher’s role and responsibilities in AI-integrated classrooms. Additionally, participants pointed to a lack of practical support and professional development opportunities related to AI use in early childhood education. To overcome these challenges, teachers proposed several practical strategies: using AI as a supplementary teaching tool, integrating AI into play-based learning environments in developmentally appropriate ways, cultivating ethical awareness and critical thinking about AI, and actively participating in teacher training programs. This study provides foundational insights into the realities of AI implementation in early childhood education and offers practice-oriented implications to support teachers in navigating the evolving digital learning landscape.