Artificial Intelligence Adoption, Pedagogical Effectiveness, and Inclusive Practices for Diverse Learners in Early Childhood Education

Abstract

Artificial intelligence (AI) is increasingly influencing teaching, yet its educational value depends on how effectively it is integrated into pedagogy and inclusive practice. This study examined the relationships among AI adoption, pedagogical effectiveness, and inclusive practices for diverse learners among early childhood education teachers in Punjab, Pakistan. A quantitative research design was employed with a sample of 469 teachers selected through multistage stratified sampling. Data were collected using a 50-item researcher-developed questionnaire and analyzed through descriptive statistics, t tests, ANOVA, correlation, reliability analysis, regression, and mediation analysis. The findings indicated positive relationships among AI adoption, pedagogical effectiveness, and inclusive practices. Pedagogical effectiveness emerged as the strongest predictor of inclusive practice and partially mediated the relationship between AI adoption and inclusion. The study concludes that AI contributes more meaningfully to inclusive early childhood education when teachers transform technological resources into developmentally appropriate, accessible, responsive, and pedagogically sound learning experiences for children.