PEDAGOGICAL TRANSFORMATION IN PRESCHOOL EDUCATION THROUGH INFORMATION AND COMMUNICATION TOOLS: REFLECTIONS AND ACADEMIC EVIDENCE (2020–2025)

Abstract

This study presents a systematic review of the literature on the insertion of digital tools, including artificial intelligence applications, in the school setting of preschool education. A search process was implemented in open access repositories (DOAJ, SciELO, MDPI), limiting the selection to publications between 2020 and 2025 and applying rigorous criteria of relevance, language and methodological quality. The complete documents were retrieved and evaluated using standardized instruments that guaranteed the reliability of the chosen contributions. The analysis included research that explores the teaching of scientific concepts through artificial intelligence, the use of multimedia resources to enhance the acquisition of reading and English skills, as well as the stimulation of logical thinking through interactive activities in the classroom. The results show that the adoption of these technologies boosts participation and enriches pedagogical practices, while the existence of challenges related to teacher training and the availability of adequate equipment is confirmed. The synthesis of findings invites strengthen the training of educators, to optimize the digital infrastructure and to adapt didactic strategies to the particularities of each context. The compendium of studies presented here offers relevant elements that lay the foundations for future research and serve as a reference for the remodeling of interventions in early childhood education.