Assessment of artificial intelligence literacy of preschool administrators in Kazakhstan
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Sandugash S. Komekova 1 , Agima A. Makhanbetova 2 * , Aigul I. Akhmetova 1 , Gulbarshyn Sh. Yernazarova 3 , Yücel Gelişli 4 , Fatima F. Narseitova 5
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1 Abai Kazakh National Pedagogical University, Almaty, KAZAKHSTAN2 Kazakh National Women’s Teacher Training University, Almaty, KAZAKHSTAN3 Korkyt Ata Kyzylorda University, Kyzylorda, KAZAKHSTAN4 Gazi University, Ankara, TÜRKİYE5 Institute for Professional Development, Almaty, KAZAKHSTAN* Corresponding Author

Abstract

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 22, Issue 2, February 2026, Article No: em2778

https://doi.org/10.29333/ejmste/17832

Publication date: 03 Feb 2026

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