AI-Driven Learning Model for Early Childhood Cognitive and Communication Development: An Education for Sustainable Development Approach
Abstract views: 0
,
PDF downloads: 7
Keywords:
Artificial intelligence, early childhood education, cognitive skills, communication skills, Education for Sustainable Development
Abstract
Advances in artificial intelligence have completely transformed the landscape of early childhood education; however, research that comprehensively integrates artificial intelligence, cognitive development, communication skills, and the Education for Sustainable Development framework at the early childhood education level remains very limited. These limitations underscore the need for research that examines the direct experiences of teachers and children in artificial intelligence-based learning processes in a thorough and contextual manner. This study aims to identify an artificial intelligence-based learning model that optimizes the cognitive development and communication skills of young children within the framework of Education for Sustainable Development at Al Azhar Kindergarten in Pamekasan. The study employed a qualitative approach with a phenomenological design using Interpretative Phenomenological Analysis, involving a school principal, three classroom teachers, and twenty students as informants. Data collection techniques included participant observation, in-depth interviews, and a review of instructional documents, conducted from January through March 2026. The research findings revealed four main themes: teachers’ pedagogical adaptation, improvements in children’s logical reasoning, the development of children’s verbal communication skills, and the alignment of the learning model with the principles of inclusivity and future-oriented approaches within the framework of Education for Sustainable Development. This study confirms that artificial intelligence-based learning models are suitable for implementation in early childhood education as a strategic tool for achieving Sustainable Development Goal 4.
Downloads
Download data is not yet available.
References
Abrar, F., Mehmood, S., Emman, S., & Kandhro, A. (2025). Cognitive Development and AI: A Longitudinal Study of Children and Adults Navigating Problem-Solving with AI Tools. The Critical Review of Social Sciences Studies. https://doi.org/https://doi.org/10.59075/rw8zd496
Alhazmi, A., & Kaufmann, A. (2022). Phenomenological Qualitative Methods Applied to the Analysis of Cross-Cultural Experience in Novel Educational Social Contexts. Frontiers in Psychology, 13. https://doi.org/https://doi.org/10.3389/fpsyg.2022.785134
Alsagri, H., & Sohail, S. (2024). Evaluating the role of Artificial Intelligence in sustainable development goals with an emphasis on “quality education.” Discover Sustainability, 5. https://doi.org/https://doi.org/10.1007/s43621-024-00682-9.
Arabiat, D., Jabery, M., Robinson, S., Whitehead, L., & Mörelius, E. (. (2022). Interactive technology use and child development: a systematic review. Child: Care, Health and Development. https://doi.org/https://doi.org/10.1111/cch.13082.
Bonilla-Jurado, D., Zumba, E., Lucio-Quintana, A., Yerbabuena-Torres, C., Ramírez-Casco, A., & Guevara, C. (2024). Advancing University Education: Exploring the Benefits of Education for Sustainable Development. Sustainability. https://doi.org/https://doi.org/10.3390/su16177847.
Crisostomo, A., & Reinertsen, A. (2020). Technology and sustainability for/in early childhood education and care. Policy Futures in Education, 18(545–555). https://doi.org/https://doi.org/10.1177/1478210320921691.
Dong, X., Liang, H., Ding, X., & Zhang, Y. (2023). Enhancing children’s cognitive skills: An experimental study on virtual reality-based gamified educational practices. Education and Information Technologies, 29, 7569–7594. https://doi.org/https://doi.org/10.1007/s10639-023-12075-y
Emi, C., Sardin, S., Pramudia, J., Sukmana, C., & Ferianti, F. (2024). Educational Technology in Early Childhood Education: A Systematic Literature Review. The Eurasia Proceedings of Educational and Social Sciences. https://doi.org/https://doi.org/10.55549/epess.799.
Farah, M., Betancourt, L., Shera, D., Savage, J., Giannetta, J., & Brodsky, N., Malmud, E., & Hurt, H. (2008). Environmental stimulation, parental nurturance and cognitive development in humans. Developmental Science, 11(5), 793–801.
Farzana, W., Sarker, F., Chau, T., & Mamun, K. (2021). Technological Evolvement in AAC Modalities to Foster Communications of Verbally Challenged ASD Children: A Systematic Review. IEEE Access, 13, 122943–122959. https://doi.org/https://doi.org/10.1109/access.2021.3055195.
Fréchette, J., Bitzas, V., Aubry, M., Kilpatrick, K., & Lavoie-Tremblay, M. (2020). Capturing Lived Experience: Methodological Considerations for Interpretive Phenomenological Inquiry. International Journal of Qualitative Methods, 19. https://doi.org/https://doi.org/10.1177/1609406920907254.
Garzón, J., Patiño, E., & Marulanda, C. (2025). Systematic Review of Artificial Intelligence in Education: Trends, Benefits, and Challenges. Multimodal Technol. Interact., 9(84). https://doi.org/https://doi.org/10.3390/mti9080084.
Ghasemzadeh, A., Kojori, R., Saadat, M., & Alizadeh, Z. (2023). Advancements in Technology-Based Assessment and Intervention for Children with Developmental Disorders. KMAN Counseling and Psychology Nexus. https://doi.org/https://doi.org/10.61838/kman.psychnexus.1.1.20.
Gligorea, I., Cioca, M., Oancea, R., Gorski, A., Gorski, H., & Tudorache, P. (2023). Adaptive Learning Using Artificial Intelligence in e-Learning: A Literature Review. Education Sciences. https://doi.org/https://doi.org/10.3390/educsci13121216.
González-Salamanca, J., Agudelo, O., & Salinas, J. (2020). Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review. Sustainability, 12(10366). https://doi.org/https://doi.org/10.3390/su122410366
Hoemann, K., Xu, F., & Barrett, L. (2019). Emotion words, emotion concepts, and emotional development in children: A constructionist hypothesis. Developmental Psychology, 55(9), 1830–1849. https://doi.org/https://doi.org/10.1037/dev0000686.
Khosibah, S., Rahmaningrum, A., & Kusumawardani, C. (2025). Potensi dan Praktik Literasi Artificial Intelligence (AI) dalam Pendidikan Anak Usia Dini di Indonesia: Systematic Literature Review. JEA (Jurnal Edukasi AUD).
Nayak, M. (2025). Analyzing the Integration of Artificial Intelligence in Fostering 21st-Century Competencies and Socio-Emotional Learning in Education: Opportunities and Challenges. International Journal For Multidisciplinary Research.
Palinkas, L., Horwitz, S., Green, C., Wisdom, J., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health and Mental Health Services Research, 42, 533–544. https://doi.org/https://doi.org/10.1007/s10488-013-0528-y.
Pietropoli, I., & Gracia, P. (. (2025). Social Inequalities in Children’s Cognitive and Socioemotional Development: The Role of Home Learning Environments and Early Childhood Education. Research in Social Stratification and Mobility. https://doi.org/https://doi.org/10.1016/j.rssm.2025.101034.
Rakesh, D. et al. (2024). Environmental contributions to cognitive development: The role of cognitive stimulation: Developmental Review DR, 73. https://doi.org/https://doi.org/10.1016/j.dr.2024.101135.
Ramsook, A., Welsh, J., & Bierman, K. (2019). What you say, and how you say it: Preschoolers’ growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self-regulation. Social Development, 29(3), 783–800.
Salim, N. (2024). Integrasi teknologi dalam pendidikan anak usia dini: menilai dampaknya pada perkembangan kognitif. Warna:Pendidikan Dan Pembelajaran Anak Usia Dini. https://doi.org/https://doi.org/10.24903/jw.v7i2.1533.
Smith, J., & Osborn, M. (2008). Interpretative phenomenological analysis. 229–254. https://doi.org/https://doi.org/10.1002/9780470776278.ch10.
Sovia, S., & Silvio, S. (2024). Analysis of Digital Media Usage in Promoting Communication Skills in Early Childhood. Feedback International Journal of Communication. https://doi.org/https://doi.org/10.62569/fijc.v1i1.12.
Su, J., & Yang, W. (2022). Artificial intelligence in early childhood education: A scoping review. Comput. Educ. Artif. Intell., 3(100049.). https://doi.org/https://doi.org/10.1016/j.caeai.2022.100049.
Suryaningsih, S., & Aisyah, E. (2024). The Role of Technology in Improving Early Childhood Social Skills. Education and Sociedad Journal. https://doi.org/https://doi.org/10.61987/edsojou.v1i2.598
Syamsiah, S., Mulyadi, M., & Nurdiansyah, E. (2023). Pola Asuh Orang Tua Dalam Membentuk Karakter Anak Usia Dini. Ihya Ulum: Early Childhood Education Journal. https://doi.org/https://doi.org/10.59638/ihyaulum.v1i3.139
Wang, F., Du, Z. and Wang, S. (2023). Information multidimensionality in online customer reviews’, 159,. Journal of Business Research, 159, 113-727.
Weber, A., & Greiff, S. (2023). ICT Skills in the Deployment of 21st Century Skills: A (Cognitive) Developmental Perspective through Early Childhood. Applied Sciences. https://doi.org/https://doi.org/10.3390/app13074615.
Wiafe, I., Ekpezu, A., Gyamera, G., Winful, F., Atsakpo, E., Nutropkor, C., & Gulliver, S. (2025). Comparative evaluation of learning technologies using a randomized controlled trial: Virtual reality, augmented reality, online video platforms, and traditional classroom learning. Education and Information Technologies, 30, 11775–11795. https://doi.org/https://doi.org/10.1007/s10639-024-13221-w.
Yao, R. (2023). Effects of parenting styles on young children’s social skills. SHS Web of Conferences. https://doi.org/https://doi.org/10.1051/shsconf/202317101017.
Alhazmi, A., & Kaufmann, A. (2022). Phenomenological Qualitative Methods Applied to the Analysis of Cross-Cultural Experience in Novel Educational Social Contexts. Frontiers in Psychology, 13. https://doi.org/https://doi.org/10.3389/fpsyg.2022.785134
Alsagri, H., & Sohail, S. (2024). Evaluating the role of Artificial Intelligence in sustainable development goals with an emphasis on “quality education.” Discover Sustainability, 5. https://doi.org/https://doi.org/10.1007/s43621-024-00682-9.
Arabiat, D., Jabery, M., Robinson, S., Whitehead, L., & Mörelius, E. (. (2022). Interactive technology use and child development: a systematic review. Child: Care, Health and Development. https://doi.org/https://doi.org/10.1111/cch.13082.
Bonilla-Jurado, D., Zumba, E., Lucio-Quintana, A., Yerbabuena-Torres, C., Ramírez-Casco, A., & Guevara, C. (2024). Advancing University Education: Exploring the Benefits of Education for Sustainable Development. Sustainability. https://doi.org/https://doi.org/10.3390/su16177847.
Crisostomo, A., & Reinertsen, A. (2020). Technology and sustainability for/in early childhood education and care. Policy Futures in Education, 18(545–555). https://doi.org/https://doi.org/10.1177/1478210320921691.
Dong, X., Liang, H., Ding, X., & Zhang, Y. (2023). Enhancing children’s cognitive skills: An experimental study on virtual reality-based gamified educational practices. Education and Information Technologies, 29, 7569–7594. https://doi.org/https://doi.org/10.1007/s10639-023-12075-y
Emi, C., Sardin, S., Pramudia, J., Sukmana, C., & Ferianti, F. (2024). Educational Technology in Early Childhood Education: A Systematic Literature Review. The Eurasia Proceedings of Educational and Social Sciences. https://doi.org/https://doi.org/10.55549/epess.799.
Farah, M., Betancourt, L., Shera, D., Savage, J., Giannetta, J., & Brodsky, N., Malmud, E., & Hurt, H. (2008). Environmental stimulation, parental nurturance and cognitive development in humans. Developmental Science, 11(5), 793–801.
Farzana, W., Sarker, F., Chau, T., & Mamun, K. (2021). Technological Evolvement in AAC Modalities to Foster Communications of Verbally Challenged ASD Children: A Systematic Review. IEEE Access, 13, 122943–122959. https://doi.org/https://doi.org/10.1109/access.2021.3055195.
Fréchette, J., Bitzas, V., Aubry, M., Kilpatrick, K., & Lavoie-Tremblay, M. (2020). Capturing Lived Experience: Methodological Considerations for Interpretive Phenomenological Inquiry. International Journal of Qualitative Methods, 19. https://doi.org/https://doi.org/10.1177/1609406920907254.
Garzón, J., Patiño, E., & Marulanda, C. (2025). Systematic Review of Artificial Intelligence in Education: Trends, Benefits, and Challenges. Multimodal Technol. Interact., 9(84). https://doi.org/https://doi.org/10.3390/mti9080084.
Ghasemzadeh, A., Kojori, R., Saadat, M., & Alizadeh, Z. (2023). Advancements in Technology-Based Assessment and Intervention for Children with Developmental Disorders. KMAN Counseling and Psychology Nexus. https://doi.org/https://doi.org/10.61838/kman.psychnexus.1.1.20.
Gligorea, I., Cioca, M., Oancea, R., Gorski, A., Gorski, H., & Tudorache, P. (2023). Adaptive Learning Using Artificial Intelligence in e-Learning: A Literature Review. Education Sciences. https://doi.org/https://doi.org/10.3390/educsci13121216.
González-Salamanca, J., Agudelo, O., & Salinas, J. (2020). Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review. Sustainability, 12(10366). https://doi.org/https://doi.org/10.3390/su122410366
Hoemann, K., Xu, F., & Barrett, L. (2019). Emotion words, emotion concepts, and emotional development in children: A constructionist hypothesis. Developmental Psychology, 55(9), 1830–1849. https://doi.org/https://doi.org/10.1037/dev0000686.
Khosibah, S., Rahmaningrum, A., & Kusumawardani, C. (2025). Potensi dan Praktik Literasi Artificial Intelligence (AI) dalam Pendidikan Anak Usia Dini di Indonesia: Systematic Literature Review. JEA (Jurnal Edukasi AUD).
Nayak, M. (2025). Analyzing the Integration of Artificial Intelligence in Fostering 21st-Century Competencies and Socio-Emotional Learning in Education: Opportunities and Challenges. International Journal For Multidisciplinary Research.
Palinkas, L., Horwitz, S., Green, C., Wisdom, J., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health and Mental Health Services Research, 42, 533–544. https://doi.org/https://doi.org/10.1007/s10488-013-0528-y.
Pietropoli, I., & Gracia, P. (. (2025). Social Inequalities in Children’s Cognitive and Socioemotional Development: The Role of Home Learning Environments and Early Childhood Education. Research in Social Stratification and Mobility. https://doi.org/https://doi.org/10.1016/j.rssm.2025.101034.
Rakesh, D. et al. (2024). Environmental contributions to cognitive development: The role of cognitive stimulation: Developmental Review DR, 73. https://doi.org/https://doi.org/10.1016/j.dr.2024.101135.
Ramsook, A., Welsh, J., & Bierman, K. (2019). What you say, and how you say it: Preschoolers’ growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self-regulation. Social Development, 29(3), 783–800.
Salim, N. (2024). Integrasi teknologi dalam pendidikan anak usia dini: menilai dampaknya pada perkembangan kognitif. Warna:Pendidikan Dan Pembelajaran Anak Usia Dini. https://doi.org/https://doi.org/10.24903/jw.v7i2.1533.
Smith, J., & Osborn, M. (2008). Interpretative phenomenological analysis. 229–254. https://doi.org/https://doi.org/10.1002/9780470776278.ch10.
Sovia, S., & Silvio, S. (2024). Analysis of Digital Media Usage in Promoting Communication Skills in Early Childhood. Feedback International Journal of Communication. https://doi.org/https://doi.org/10.62569/fijc.v1i1.12.
Su, J., & Yang, W. (2022). Artificial intelligence in early childhood education: A scoping review. Comput. Educ. Artif. Intell., 3(100049.). https://doi.org/https://doi.org/10.1016/j.caeai.2022.100049.
Suryaningsih, S., & Aisyah, E. (2024). The Role of Technology in Improving Early Childhood Social Skills. Education and Sociedad Journal. https://doi.org/https://doi.org/10.61987/edsojou.v1i2.598
Syamsiah, S., Mulyadi, M., & Nurdiansyah, E. (2023). Pola Asuh Orang Tua Dalam Membentuk Karakter Anak Usia Dini. Ihya Ulum: Early Childhood Education Journal. https://doi.org/https://doi.org/10.59638/ihyaulum.v1i3.139
Wang, F., Du, Z. and Wang, S. (2023). Information multidimensionality in online customer reviews’, 159,. Journal of Business Research, 159, 113-727.
Weber, A., & Greiff, S. (2023). ICT Skills in the Deployment of 21st Century Skills: A (Cognitive) Developmental Perspective through Early Childhood. Applied Sciences. https://doi.org/https://doi.org/10.3390/app13074615.
Wiafe, I., Ekpezu, A., Gyamera, G., Winful, F., Atsakpo, E., Nutropkor, C., & Gulliver, S. (2025). Comparative evaluation of learning technologies using a randomized controlled trial: Virtual reality, augmented reality, online video platforms, and traditional classroom learning. Education and Information Technologies, 30, 11775–11795. https://doi.org/https://doi.org/10.1007/s10639-024-13221-w.
Yao, R. (2023). Effects of parenting styles on young children’s social skills. SHS Web of Conferences. https://doi.org/https://doi.org/10.1051/shsconf/202317101017.
Published
2026-05-31
How to Cite
Iftitah, S. L., Reswari, A., Prastyo, D., & Wahyuni, L. F. (2026). AI-Driven Learning Model for Early Childhood Cognitive and Communication Development: An Education for Sustainable Development Approach. Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial Dan Ilmu-Ilmu Sosial, 2, 461-472. https://doi.org/10.19105/ejpis.v2i.24460
Section
Articles
Copyright (c) 2026 Selfi Lailiyatul Iftitah, Ardhana Reswari, Danang Prastyo, Lia Fitriana Wahyuni
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
License
Copyright (c) 2025 Authors
This is an open access article under the CC BY-NC license.
