From Hesitant Beginners to Confident Experts: Profiles and Predictors of AI Literacy Among Preschool Teachers in Guangxi, China

This study examined early childhood teachers’ artificial intelligence (AI) literacy in Guangxi, China. Utilizing data from 1522 kindergarten teachers, we developed and validated a culturally adapted AI literacy scale through factor analyses, confirming a three-construct structure: Safety, Attitude, and Capability. Latent profile analysis identified three distinct teacher profiles: “Hesitant Beginners” (9.6%), “Enthusiastic Practitioners” (64.2%), and “Confident Experts” (26.2%), revealing significant heterogeneity. Teachers generally exhibited positive attitudes toward AI but lower safety awareness and capability levels. Regression analyses indicated that education level, working experience (negatively associated), kindergarten type, and geographic location (urban/rural) significantly influence AI literacy levels and profile membership. These findings underscore the need for context-specific assessment tools and tailored teacher education programs to enhance their digital literacy and promote equitable AI integration in Chinese early childhood education.