TITLE:
Challenges of Employing Artificial Intelligence in Early Childhood Education in Sharjah
AUTHORS:
Eman Abdullah Alnaqbi
KEYWORDS:
Artificial Intelligence, Early Childhood Education, Teacher Perceptions, Educational Technology, Sharjah, UAE, AI Ethics
JOURNAL NAME:
Creative Education,
Vol.17 No.6,
June
29,
2026
ABSTRACT: This study aims at investigating the challenges of employing Artificial Intelligence (AI) in Early Childhood Education (ECE) in Sharjah, United Arab Emirates. A quantitative descriptive survey was conducted with 100 participants, working in early childhood school. Data were collected using a 30-item questionnaire covering four domains: perceived benefits, technical challenges, ethical concerns, and proposed solutions. The results show that educators strongly recognize the educational value of AI, with a high mean score of 4.28 and 84% agreement regarding its benefits, particularly for personalized learning and supporting children with special educational needs. However, technical and professional barriers remain significant (M = 4.12, 78% agreement), mainly due to limited training and infrastructure challenges. Ethical and developmental concerns produced moderate agreement (M = 3.85, 65% agreement), reflecting mixed views about issues such as data privacy and reduced social interaction. The strongest consensus appeared in the domain of proposed solutions (M = 4.45, 92% agreement), highlighting educators’ strong demand for continuous professional training, clear ethical guidelines, and culturally responsive AI tools. The findings indicate that while educators in Sharjah are highly ready to adopt AI in early childhood classrooms, successful implementation requires improved training, stronger infrastructure, and clear ethical governance.