artificial intelligence, digital technologies, language skills, primary education, institutional support, parental attitudes, pedagogical challenges, language education
Abstract
This study examines how artificial intelligence (AI) and digital technologies can support language learning in young children. It also identifies a list of challenges that arise when integrating these tools into the educational process. Institutional, methodological, and social factors demonstrate the impact of successfully integrating AI into language education. The study also examined parents' attitudes toward the use of AI and digital tools in their children's education. The study is based on the idea that when schools do not provide clear guidelines, recommendations, or methodological support for the use of digital resources, teachers and families may struggle to effectively use AI tools. This means that reading, writing, speaking, and vocabulary—key language skills—may not develop at an early age. The study was conducted in 2025 in Shymkent and employed a quantitative research design involving a survey of 113 parents of children in grades 1–4. The analysis revealed a strong positive correlation between institutional support and the frequency of digital technology use (r = 0.639, p < 0.001). The hypothesis was confirmed. Parents are highly aware of digital educational tools, but they do not use them in their daily lives. The study identified pedagogical challenges: insufficient teacher training, digital inequality, a lack of methodological recommendations, and technological dependence. The latter is of particular concern to parents. The results suggest a comprehensive strategy combining teacher training, methodological guidance, and systematic institutional support for the use of AI and digital tools in language teaching in primary schools.
