Research Information System
Society for Information Technology & Teacher Education International Conference, Pennsylvania, United States Of America, 23 - 27 March 2026, vol.2026, no.1, pp.2237-2243, (Full Text)
This qualitative study examines early childhood education teachers’ views, needs, and expectations regarding a generative AI–supported assistant for monitoring, assessing, and supporting school readiness. Semi-structured interviews were conducted with 22 teachers from public and private institutions in the United States and Türkiye. Data were analyzed using inductive thematic analysis. Findings indicate that teachers face systemic challenges such as large class sizes, limited time, and difficulties in objectively assessing social-emotional skills, alongside insufficient training in school readiness assessment tools. Participants expect an AI assistant to improve efficiency through automated documentation and to support individualized practice by generating individualized learning plans and tailored recommendations. Additionally, teachers view the AI assistant as a valuable professional development resource, providing accessible, evidence-based guidance to address knowledge gaps. Overall, the findings suggest that a trustworthy, human-centered AI system could enhance teacher capacity, reduce workload, and support individualized school readiness practices.