DEVELOPMENT OF CREATIVITY OF FUTURE PRESCHOOL TEACHERS THROUGH THE USE OF ARTIFICIAL INTELLIGENCE ELEMENTS: A BIBLIOMETRIC ANALYSIS

Abstract

The rapid development of artificial intelligence technologies has significantly transformed educational practices, creating new opportunities for enhancing creativity as a key 21st-century competence. This study aims to conduct a bibliometric analysis of global scientific publications on the development of creativity through the use of AI elements, with particular attention to implications for future preschool teacher education. The data were retrieved from the Scopus database for the period 2015 to 2025 and analyzed using bibliometric tools such as VOSviewer and the Bibliometrix package in R. The results indicate a substantial increase in research output in recent years, with a strong emphasis on generative AI, creative learning environments, and teacher competencies. Citation analysis reveals the dominance of recent high-impact publications, while source and authorship analyses highlight the concentration of contributions within a limited number of journals and leading scholars. Thematic mapping demonstrates that artificial intelligence, education, and creativity are central yet still evolving themes, whereas human-centered approaches remain well established. Despite growing interest in the field, the findings reveal a significant gap in research on early childhood education and the preparation of future preschool teachers. The study concludes that there is a need for more integrative, interdisciplinary approaches that combine technological innovation with pedagogical strategies to foster creativity. The results contribute to the theoretical development of teacher education and have practical implications for integrating AI tools into educational practice.