Integrating Ethical AI and Personalised Learning Paths in Preschool Education: A Mixed-Methods Investigation of Global Policy Alignment and Pedagogical Implementation

Hernik Khoirun Nisak (STAI Ma'arif Magetan)
Samuji (STAI Ma'arif Magetan)

TAZKIA JURNAL
Vol. 3 No. 1 (2026): TAZKIA JURNAL JUNI 2026

This study explores how ethical artificial intelligence and personalised learning come together in preschool education, filling a key gap in early childhood research and policy. Using a mixed-methods approach, the research combines bibliometric mapping, cross-country policy analysis, and classroom data from 12 international centres. The results show ongoing gaps between AI rules and teaching practices that align with young children's learning. The study introduces the EthicalPersonalisation Framework (EPF) to put UNESCO’s AI ethics into practice through age appropriate, culturally sensitive curriculum design. Quantitative findings show notable gains in children’s cognitive engagement and social-emotional skills when AI personalisation is clear, limits data use, and supports teacher independence. Qualitative results highlight educators’ worries about unclear algorithms, developmental fit, and unequal resources. The study offers practical policy recommendations and a model that can be widely adopted to support global reforms in early childhood education and responsible AI use.