The extent to which kindergarten teachers accept the use of augmented reality supported by artificial intelligence in active learning

This study aimed to examine kindergarten teachers' acceptance of integrating Artificial Intelligence (AI)-supported Augmented Reality (AR) in active learning environments. Using a descriptive-analytical method, a questionnaire was designed to measure teachers' attitudes, readiness, and awareness of benefits and challenges. The tool was applied to a sample of 150 teachers from public and private kindergartens in Abha and Khamis Mushait during the academic year 1446 AH. Findings revealed a moderate-to-high level of acceptance, as most teachers recognized the effectiveness of AI and AR in motivating children, simplifying abstract concepts, and enhancing interaction. Intensive training emerged as the most significant factor in raising competence and acceptance, while lack of practical training, limited technical support, and privacy concerns were key obstacles. The study recommends integrating these technologies into teacher training, ensuring sufficient infrastructure, and providing ongoing technical support to enable sustainable implementation in early childhood education.