Employing Artificial Intelligence To Impart Concepts of Sustainable Development To Kindergarten Children From Their Teachers' Point of View

Abstract

     The current research aims to identify the use of artificial intelligence in imparting concepts of sustainable development to kindergarten children of their teachers. the perspective of their teachers. To achieve the research objective, a descriptive methodology was employed, and a scale measuring sustainable development concepts—based on teachers’ perspectives—was developed for kindergarten children. The researcher relied on Sheeldz’s theory (Sheeldz,2024) in constructing a scale of concepts of sustainable development for kindergarten children from the point of view of kindergarten teachers. The scale included (42) items distributed over three dimensions, which are as follows: (environmental, economic, and social), with (14) items for each dimension. The research sample consisted of (300) kindergarten teachers in Baghdad Governorate in the education directorates next to Rusafa (first, second, and third), and Al-Karkh (first, second, and third), and the psychometric properties of the scale were evaluated based on the responses of female kindergarten teachers. Kindergarten, which is represented by honesty, which was extracted in two ways, namely, face validity and construct validity, and reliability, which was extracted in two ways: the test-retest method, which amounted to (0.81), and the Alpha Cronbach equation method, which amounted to (0.74), The findings highlighted the necessity and importance of utilizing AI tools and applications to teach environmental, economic, and social aspects of sustainable development to kindergarten children, as perceived by their teachers. In light of the research results, the researcher concluded with a set of proposals and recommendations.

• Allen, M. J & Yen. W. M (1979): Introduction to easurement California, Book Cole.
• Bahtic, K., & Jectic, A. (2024). Young children´s conceptions of sustainability in Croatia. International Journal of Early Childhood, 52(2), 195–211. https://doi.org/10.1007/s13158-020-00266-4
• Che Ghazali, R. Abdul Hanid, M. F., Mohd Said, M. N. H., & Lee, H. Y. (2025). The dvancement of artificial intelligence in education: Insights from a 1976–2024 bibliometric analysis. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2025.2456044
• Cheng, C.& Yu, Y. (2022). Early Childhood Educators’ Practices in Education for Sustainable Development in China: Evidence from Shandong Province. . Sustainability,14(4)https://www.proquest.com/docview/2633332890/fulltextPDF/416AD1B8 D9614D11PQ/2?accountid=43793
• Colelough, B. & Regli, W. (2025). Neuro-symbolic AI in 2024: A systematic review.. https://arxiv.org/abs/2501.05435
• Du, Yi & Dayi, l. (2025). Artificial Intelligence with Uncertainty. Boca Raton, London New York. chapman, hall/Francis group.
• Foran , J.C. (1961) . A Note on Methods Measuring Reliability, , New York.
• Jinqiu, P., Yue, Y., Jian, X., Wang, L., Guan, G., & Hikmet, S. (2024). Deep learning-based unmanned surveillance systems for observing water levels. IEEE Access, N°06, pp. 73561-73571.
• Kyza, C. K. Looi, D. T. Keifert, & E. Suárez (Eds.), Proceedings of the 18th International Conference of the Learning Sciences – ICLS 2024 (pp. 154–161). International Society of the Learning Sciences. isls.org
• Liu, X., Jiang, Y., Li, H. (2022).The Sustainability of Early Childhood Education in Chinese Teachers’ Perspective: Evidence from a National Validation Study. Sustainability 2022, 14(10),1-19 https://doi.org/10.3390/su14106350
• Lockwood, A. & Castleberry, J. (2025): Examining the apabilities of GPT-4 to write an APA-style school psychology paper.Contemporary School Psychology, 29, 145–152. https://doi.org/10.1007/s40688-024-00500-z
• MacDonald,M.(2015).Early childhood education and sustainability: A living curriculum. Childhood Education,91(5),332-341.‏‏
• Maslej, N., Fattorini, L., Perrault, R., Parli, V., Reuel, A., Brynjolfsson, E., ... & Shoham, Y. (2024). Artificial intelligence index report 2024. https://arxiv.org/abs/2405.19522
• Mattalo, B. (2024). Artificial intelligence: The future of pedagogy. Journal of Legal Studies Education, 41(1), 49–71. https://doi.org/10.1111/jlse.12146
• Niftiyev, I. (2025). Artificial intelligence in green management and sustainability: A bibliometric survey. E3S Web of Conferences, 608, 05019. https://doi.org/10.1051/e3sconf/202560805019
• Palmaris, I., & et.al. (2025). A panoramic view and swot analysis of artificial intelligence for achieving the sustainable development goals by 2030: progress and prospects. Applied Intelligence, 51(9), 6497-6527.
• Sheeldz, A.(2024). Early Developmental Awareness Theory, International Journal.
• Suryanti, R., Jahidin, J., & Fadlil, M. (2024). Artificial intelligence in education: Bibliometric and systematic literature review from 2019–2024. International Education Trend Issues, 2(2), 231–255. https://doi.org/10.56442/ieti.v2i2.647Mendeley
• (2016). Education 2030 Incheon Declaration. Towards inclusive and equitable quality education and lifelong learning for all. ED-2016/WS/28 http://uis.unesco.org/sites/default/files/documents/education-2030-incheon framework-for-action-implementation-of-sdg4-2016-en_2.pdf
• (2017). Education for Achieving the Sustainable Development Goals, Learning Goals, Education Sector.
• Vinuesa, R., Azizpour, H., Leite, I., Balaam, M., Dignum, V., Domisch, S., ... & Fuso Nerini, F. (2024). The role of artificial intelligence in achieving the Sustainable Development Goals. Nature communications, 11(1), 1-10.
• Vinuesa, R., Azizpour, H., Leite, I., Balaam, M., Dignum, V., Domisch, S., FusoNerin, F. (2024). The role of artificial intelligence in achieving the Sustainable Development Goals. Nat Commun.
• Vodopivec, J. (2011). Some Aspects of Sustainable Development in Kindergartens in Slovenia. US-China Education Review, 7, 967 _976.
• Weldemariam, K., Boyd, D., Hirst, N., Sageidet, B. M., Browder, J. K., Grogan, L., & Hughes, F. (2025). A critical analysis of concepts associated with sustainability in early childhood curriculum frameworks across five national contexts. International Journal of Early Childhood, 49.(3), 333-351.
• Xuan, A. (2025). Intelligence artificielle, « machine learning » et « deep learning »: de nouvelles notions bientôt incontournables en pneumologie ? Revue des Maladies Respiratoires Actualités, pp. 59-62.
• Ye, R., Varona, M., Huang, O., Lee, P. Y. K., Liut, M., & Nobre, C. (2025). The design space of recent AI-assisted research tools for ideation, sensemaking, and scientific creativity. arXiv preprint. https://arxiv.org/abs/2502.16291arXiv