The Role of Artificial Intelligence in Enhancing Early Literacy in Early Childhood Education: A Systematic Literature Review

Abstract

This Systematic Literature Review (SLR) investigates how Artificial Intelligence (AI) enhances early literacy learning and examines its pedagogical, ethical, and cultural implications within early childhood education. Guided by the PRISMA 2020 framework, 18 peer-reviewed studies published between 2020 and 2025 in Scopus and Web of Science databases were systematically reviewed. The synthesis highlights key AI applications, such as adaptive storytelling platforms, robot-assisted literacy tools, and generative text systems that are able to support vocabulary growth, reading comprehension, and active engagement among young learners. Findings indicate that AI fosters personalized, inclusive, and culturally responsive literacy instruction while transforming teachers into reflective designers, facilitators, and evaluators of learning. Nevertheless, issues such as limited AI literacy among educators, unequal access to digital resources, and ethical concerns surrounding privacy and algorithmic bias remain significant. The study concludes that sustainable AI integration requires continuous teacher training, robust ethical frameworks, and equitable technological access to advance inclusive and innovative early literacy education.