Equity and Inclusion in AI-Driven ECE Classrooms: Conditional Process Analysis of Teacher Awareness and PsyCap in Pakistan
DOI:
https://doi.org/10.63056/Keywords:
Early Childhood Education (ECE), Artificial Intelligence (AI) Ethics, Psychological Capital (PsyCap), Intersectionality, Teacher Agency, Hayes’ Model 7Abstract
Purpose: This study investigates how Teacher Psychological Capital (PsyCap) and AI Ethical Literacy facilitate ethical inclusion for intersectionally marginalized learners in Pakistan’s AI-driven Early Childhood Education (ECE) sector.
Methodology: Utilizing Hayes’ Model 7, data were collected from 550 ECE educators in Lahore and Islamabad. The study examined the moderated mediation of PsyCap on the relationship between intersectional awareness and ethical inclusion behavior.
Findings: Results indicate that Intersectional Awareness significantly predicts Inclusive Intent only when moderated by high PsyCap (β = .24, p < .001). AI Ethical Literacy serves as a critical mediator, but the entire path to inclusive behavior remains contingent upon the teacher’s psychological resilience.
Implications: Findings suggest that policy must shift from purely technical AI training to a holistic model that prioritizes teacher PsyCap to bridge the "Awareness-Action Gap" in the Global South.
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Copyright (c) 2025 Dr. Abdul Qayyum, Dr. Abrar Hussain Qureshi, Amber Saeed, Areej Fatima, Ayesha Bibi (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
