Sustainable Development of AI-Based Educational Tools: Addressing Affordability and Equity between Private and Public Schools in Saudi Arabia's Early Childhood Education

Khawlah Alhejii

doi:10.48161/qaj.v6n1a2111

Authors

Khawlah Alhejii Curriculum and Instructions Department, College of Education, Imam Abdulrahman Bin Faisal University, Dammam 34212, Saudi Arabia. https://orcid.org/0000-0002-6043-8843

DOI:

https://doi.org/10.48161/qaj.v6n1a2111

Abstract

The integration of artificial intelligence (AI) in early childhood education offers major opportunities for personalized learning but also exposes equity gaps between private and public institutions. This study investigates the affordability, accessibility, and sustainability of AI-based educational tools across Saudi Arabia’s early childhood education sector using an explanatory sequential mixed-methods design. Quantitative survey data were collected from 127 participants representing both private (68) and public (59) schools, followed by 14 in-depth interviews to capture contextual experiences. Results show clear disparities in AI adoption and readiness. Private institutions reported markedly higher use of adaptive learning platforms (78 % vs 12 %), educational robots (45 % vs 3 %), and AI-based assessment tools (52 % vs 8 %). They also benefited from dedicated technology budgets (73 % vs 23 %) and higher rates of teacher training (62 % vs 18 %), creating positive feedback loops that reinforce innovation. Public schools, however, cited affordability concerns (92 %), inadequate infrastructure (68 %), and limited professional development (86 %) as primary obstacles, widening the digital divide. Four major themes emerged: technological readiness, financial constraints, professional development gaps, and differing perceptions of educational effectiveness. The findings highlight that sustainable AI integration requires more than funding; it demands coordinated infrastructure investment, continuous teacher training, and equity-driven policy reform. The study recommends government subsidies for AI procurement in public schools, mandatory AI literacy programs for teachers, and strategic public-private partnerships to ensure long-term technological sustainability. This research contributes the first comprehensive evidence on AI equity in Saudi early childhood education, offering actionable insights for policymakers pursuing inclusive digital transformation under Vision 2030.

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