Preservice Early Childhood Teachers’ AI Literacy and Self-Efficacy in a Structured “Vibe Coding” Design Task: An Exploratory Pre–Post Study
This exploratory study examined a structured Vibe Coding task in preservice early childhood teacher education and its association with self-reported AI literacy, self-efficacy, attitudes toward AI, and technology acceptance. Vibe Coding was used in a qualified sense: participants created educational applications throug...