Artificial Intelligence Mediating Curriculum Design and Early Childhood Social Skills

Abstract

The proposed research works on the mediating effect of Artificial Intelligence (AI) in the connection between the design of a digital curriculum and the building of social skills and an effective learning process in early childhood learners. The research design was a quantitative one and the instruments used to gather data were a structured survey that was administered to 357 educators and curriculum experts. The associations between the variables of the study were analyzed using descriptive and inferential statistics and linear regression analysis.

The results indicate that AI is positively affected by the digital curriculum design that, in turn, has a positive effect on the development of social skills and learning effectiveness. Moreover, digital curriculum design also improves the social skills and the learning outcomes directly. The findings indicate that AI integration in digital curricula can enhance individual learning, engagement, and the quality of early childhood education in general.

This study empirically supplements the concept of AI as a mediating variable to early childhood education and offers valuable implications that can be applied by teachers, curriculum designers, and policymakers to maximize the application of digital curricula.