This study surveyed 86 kindergarten teachers at Kindergarten Y in Yibin, Sichuan Province, to examine intelligent education literacy across four dimensions: awareness, knowledge, skills, and ethics. The overall mean score was 3.76 on a five-point scale. Ethics (3.99) and awareness (3.95) scored higher than knowledge (3.57) and skills (3.65), revealing a structural contradiction of “high willingness but limited capability.” Within the skills dimension, basic operational skills (3.69) exceeded data use and assessment skills (3.61), indicating a gap between operating technical tools and using educational data effectively. Although 69.77% of respondents had participated in relevant training, the training content was insufficiently connected to practical preschool care and education scenarios and did not effectively narrow this gap. Based on these findings, the study proposes four targeted strategies: low-cost family–kindergarten collaboration, tiered knowledge and skills development, kindergarten-based teaching and research, and institutional safeguards for ethical practice. These measures are intended to support a progression from willingness to use intelligent technologies, to the ability to use them, and ultimately to effective application.

Qixin Xu, Ran Zhou, Chengjia Qiu. Enhancing Intelligent Education Literacy among Teachers in Urban Public Kindergartens: An Empirical Study of Kindergarten Y in Yibin, Sichuan Province. Frontiers in Educational Research (2026), Vol. 9, Issue 8: 138-144. https://doi.org/10.25236/FER.2026.090818.

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