Assessment of artificial intelligence literacy of preschool administrators in Kazakhstan

Komekova S.S. Makhanbetova A.A. Akhmetova A.I. Yernazarova G.Sh. Gelişli Y. Narseitova F.F.
2026 Modestum LTD

Eurasia Journal of Mathematics, Science and Technology Education
2026 #22 Issue 2

This study aims to determine the current state of artificial intelligence (AI) literacy among preschool administrators in Kazakhstan and evaluate its implementation in science, technology, engineering, and mathematics (STEM) contexts. In this study, a correlational survey design within the scope of quantitative methods was employed. The sample consisted of 328 administrators working in different regions, who responded to online forms. Personal information form, AI literacy scale, and AI STEM leadership scale were used as data collection tools in the research. Data were collected during September and October 2025. Analysis was performed using independent samples t-test, ANOVA test, Mann Whitney U test and hierarchical regression. This study reveals that preschool administrators in Kazakhstan possess moderate-to-high awareness of AI technologies, yet significant variations exist in their competency levels. The findings demonstrate that practical usage and critical evaluation skills are the most critical factors for successful STEM integration. The pronounced effect of demographic variables such as gender, education level, and years of service on AI literacy emphasizes that technology adoption in educational leadership is a complex process requiring tailored intervention programs for different administrator groups. The widespread use of general-purpose tools like ChatGPT alongside limited adoption of education-specific technologies indicates that administrators are navigating the AI landscape independently without adequate institutional guidance and strategic frameworks. In this context, targeted professional development programs should be designed for groups with lower AI literacy levels, and systematic training on the introduction and use of education-specific AI tools should be organized. Furthermore, institutional strategic frameworks and guidance mechanisms for AI integration need to be established, and longitudinal research examining the relationship between administrators’ AI literacy and classroom-level STEM outcomes should be conducted.

AI literacy , educational leadership , Kazakhstan , preschool administrators , STEM education

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Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Kazakh National Women’s Teacher Training University, Almaty, Kazakhstan
Korkyt Ata Kyzylorda University, Kyzylorda, Kazakhstan
Gazi University, Ankara, Turkey
Institute for Professional Development, Almaty, Kazakhstan

Abai Kazakh National Pedagogical University
Kazakh National Women’s Teacher Training University
Korkyt Ata Kyzylorda University
Gazi University
Institute for Professional Development

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