Perceptions of Opportunities and Risks Posed by Artificial Intelligence: A Survey of Early Childhood Education Professionals in Austria

This study investigates how early childhood education and care (ECEC) professionals in Austria perceive opportunities and risks associated with artificial intelligence (AI). While AI has gained increasing attention in educational research, empirical evidence in the ECEC context remains scarce. A quantitative online survey (May–June 2025) was administered to 292 Austrian ECEC teachers. While only 9.6% fully integrate AI into their practice, 34.3% use it at least occasionally. In contrast, 65.6% recognise its potential to support pedagogical processes like documentation, observation, or language education. Non-parametric group comparisons indicated significant differences in opportunity perceptions by age, education, and professional experience, whereas no systematic differences emerged in critical attitudes. The results suggest that professional experience and qualifications shape openness to AI, yet scepticism remains widespread across groups. For practice, the findings highlight the need for targeted PD formats, collegial learning opportunities, and pilot projects that enable professionals to explore AI tools in a reflective manner. Structural support in terms of infrastructure, regulation, and resources is essential to prevent additional strain. This study emphasises the significance of integrating AI into broader professionalisation processes.