Early Education and Development

Transforming Early Childhood Education with AI and Digital Technologies

Issue Rationale

The rapid advancement of digital and intelligent technologies necessitates a profound transformation in early childhood education (ECE). Growing societal demands for quality ECE, significant technological innovations, supportive policy frameworks, and the evolving expectations of key stakeholders in the educational ecosystem bolster this imperative. As societal focus intensifies on providing personalized and diverse learning experiences for young learners (Harrison et al., 2024), educators across preschool, kindergarten, and other early learning environments must adapt their methodologies to engage actively with emerging technologies.

Moreover, advancements in artificial intelligence, big data analytics, and virtual reality are redefining educational practices (Luo et al., 2021). By facilitating more interactive, engaging, and efficient learning experiences, these tools can radically alter how ECE is delivered. Additionally, the supportive policy landscape across multiple nations provides strategic direction for the integration of these technologies in ECE settings (Berson et al., 2024).

The intrinsic needs of various stakeholders, including teachers, parents, and administrators, further underscore the urgency of this transformation. Educators in preschools, childcare centers, and kindergarten settings seek to enhance their professional skills through ongoing training to thrive in tech-rich environments. Increased parental engagement via digital platforms fosters stronger collaboration between home and school (Luo et al., 2022), while administrators and leaders in early learning contexts aim to leverage intelligent technologies to enhance operational efficiency and foster an innovative culture (Luo et al., 2023). Collectively, these dynamic forces are reconstructing ECE approaches, allowing for innovative, inclusive, and high-quality educational experiences.

Opportunities for Advancing Early Childhood Education with Digital and Intelligent Technologies

Integrating digital and intelligent technologies creates transformative opportunities for elevating ECE quality. With improved technological infrastructure, along with robust policy support and optimized training programs, early learning centers are establishing firm foundations for innovative educational practices (Berson et al., 2024; Luo et al., 2021).

The development of intelligent learning environments optimizes various operational scenarios in diverse early learning contexts, including teaching methodologies, health and safety measures, management efficiency, and home-school partnerships. For example, innovative classroom settings—equipped with interactive whiteboards, robotics, and virtual reality tools—enhance children’s active participation (Li et al., 2024). Automated health monitoring devices support child welfare by detecting vital signs in real time (Jabbar et al., 2024; Luo et al., 2025). Furthermore, intelligent operational systems—powered by big data and cloud computing—revolutionize administrative tasks, improving efficiency across settings (Luo et al., 2023). Digital platforms also facilitate real-time collaboration between parents and educators, bridging home and school environments (Luo et al., 2022).

Most importantly, these technological advancements empower all educational stakeholders. Children stand to gain proficiency in digital and intelligent literacies; teachers can enhance their instructional capabilities; parents can become active educational partners; and principals can cultivate effective digital leadership strategies (Cao et al., 2024; Luo, Yang, et al., 2024). Altogether, these developments are critical for establishing a sustainable, high-quality ECE framework.

Challenges and Issues in Empowering High-Quality Early Childhood Education with Digital and Intelligent Technologies

Despite the myriad opportunities presented by digital and intelligent technologies, challenges also abound. A significant issue is the concern of imbalanced development, which encompasses overlooked digital divides, unaddressed digital risks, and inadequate measures to manage digital addiction, thereby limiting equitable access and safe technology use (Berson et al., 2022; Li et al., 2022).

Moreover, inadequate infrastructure and inconsistent integration hinder the effective utilization of digital technologies in ECE domains, particularly in teaching, health monitoring, management, and home-school communication. While some early learning environments adopt advanced technologies, widespread implementation and comprehensive integration remain inconsistent, limiting quality improvements (Luo et al., 2025).

Another pressing challenge is the low level of digital and intelligence literacy among stakeholders. Many educators have not received adequate training in digital technologies, hampering their ability to innovate and fully utilize these tools (Luo et al., 2021). Similarly, young children's digital literacy development frequently lacks focused attention, as the absence of specialized evaluation metrics and training programs neglects the necessary oversight children need while engaging with technology (Cao et al., 2024; Luo, He et al., 2024).

Short-term planning and a deficiency in digital leadership further complicate the implementation process. Principals in early learning environments, pivotal figures in driving institutional advancement, often lack the requisite skills to lead digital transformations effectively. As a result, many educational institutions fail to adopt comprehensive, enduring strategies for digital integration, thereby stalling progress within the sector (Luo et al., 2023).

Addressing these challenges requires focused research, strategic action, and collaboration across all stakeholders to ensure that digital and intelligent technologies truly empower high-quality early childhood education.

Purpose and Types of Manuscripts

This Special Issue aims to explore diverse practices, theoretical frameworks, and review findings relevant to early childhood education (broadly defined to include childcare, preschool, kindergarten, and other early learning contexts) that are supported by digital and intelligent technologies, thereby enhancing young children's learning and development. Submissions may encompass theoretical or conceptual explorations, empirical research findings, or reviews regarding the integration of these technologies in ECE. Topics of interest include but are not limited to:

1. Policy frameworks, theoretical foundations, and practical applications of digital and intelligent technologies in ECE across various countries, including comparative studies.
2. Use cases of digital and intelligent technologies in ECE contexts—such as teaching, health safety protocols, management practices, and home-school collaboration—and their synergistic effects.
3. Development of digital literacy and leadership among key stakeholders, focusing on assessment frameworks and strategies to enhance digital literacy for children, parents, educators, and principals.
4. Considerations for equity, ethical implications, and future advancements in digital and intelligent technologies, particularly assessing the “3A2S” components (accessibility, affordability, accountability, sustainability, and social justice) as outlined by Xie and Li (2020).