Critical and correlational analysis of the use of artificial intelligence among teachers and students in online early childhood education programmes: ethical, educational and technological challenges

Abstract

Introduction: artificial intelligence is increasingly embedded in education, offering opportunities for innovation while raising concerns about ethics and academic integrity. Understanding this duality is essential to ensure that technological advances are accompanied by critical reflection and responsible use. Objective: this study examined the relationship between the use of Artificial Intelligence tools and the ethical perceptions of students and teachers in the online Early Childhood Education programme at the National University of Education in Ecuador. The growing presence of automated platforms in academic practice highlighted the need to evaluate both their functionality and their ethical implications.Methods: A cross-sectional, quantitative study with a correlational design was carried out at the National University of Education in Ecuador between January and March 2025. The sample consisted of 151 students and 25 teachers, selected intentionally. Two five-point Likert-type questionnaires were used to measure participants’ knowledge and use of AI, as well as their ethical perceptions. Statistical analyses were conducted using Spearman’s correlation coefficient in SPSS v26.Results: Positive and statistically significant correlations were identified in both groups: students (ρ = 0,489, 95% CI [0,357–0,602], p < 0,001) and teachers (ρ = 0,560, 95% CI [0,212–0,782], p < 0,001). Conclusions: The findings confirm that greater experience with AI tools is associated with stronger ethical awareness. This highlights the need to strengthen digital literacy with an ethical focus in both initial and continuing training, addressing the existing gap in formal preparation for the responsible use of AI.