Biography
Akiva Onika Sarita La Geer-Jeremiah is a doctoral candidate in the Economics and Management of Education programme at Central China Normal University in Wuhan, China. Originally from Grenada, she has worked in early childhood education since 2009, including teaching and leadership responsibilities. She holds qualifications in Early Childhood Development and Family Studies and Education Leadership and Policy. Her research examines preschool leadership, digital innovation, education policy, and the economics of education in resource-constrained settings, with particular interest in small island developing states.
Conference contributions 1
BALANCING PEDAGOGY AND LEADERSHIP IN THE AGE OF AI:
Implications for TeachersinCharge in early childhood education
Artificial intelligence (AI) is increasingly influencing leadership and pedagogical practices in early childhood education (ECE), creating both opportunities and challenges for Teachers in Charge (TiCs). This article examines the implications of AI integration for leadership, pedagogy, and ethical governance in preschool settings. Drawing on a systematic review of peer-reviewed literature published between 2020 and 2026, the study synthesizes evidence through the lenses of Sociocultural Learning Theory, Transformational Leadership Theory, and Ecological Systems Theory. The findings suggest that AI can enhance personalized learning, language development, adaptive instruction, and teacher professional learning when implemented within child-centred and relational pedagogical frameworks. However, concerns related to data privacy, algorithmic bias, equity, developmental appropriateness, and ethical governance remain significant barriers to responsible adoption. The review highlights the critical role of TiCs in fostering AI literacy, promoting pedagogical resilience, supporting ethical decision-making, and ensuring that technological innovation aligns with the developmental needs and rights of young children. The article argues that effective AI integration requires adaptive, collaborative, and ethically informed leadership approaches. Implications for policy, professional development, and future research are discussed, with particular attention to strengthening responsible AI use in ECE contexts.